不同学习成绩学生对教师评价行为的知觉与其学习心理的关系

The Relationship between the Perception of Teachers’ assessment Behavior of Students at Different Learning Achievement and Their Learning Psychology

学生对教师评价行为的知觉包括「明确目标」、「搜集信息」、「反应改进」、「关注过程」、「激励期望」和「沟通理解」等六个维度。学生学习心理包括学习兴趣、深层学习动机、学习效能感和自我监控等4方面。本研究采用问卷法，以小学4年到初中3年级共746名学生为研究对象，探讨不同学习成绩学生对教师评价行为知觉与其学习心理的关系。结果表明：对于不同学习成绩的学生，对其学习心理有显著预测作用的教师评价行为知觉的侧面是不同的，其知觉与其学习心理关联的程度也是不一样的，对于学习成绩中等的学生来说他们对教师评价行为知觉与其学习心理的关联是最高的。

Students’ perception of Teachers’ Assessment Behavior (TAB) includes six dimensions， namely， “identifying target” ， “collecting information”， “giving feedback and making improvement”， “concerning the process”， “expecting and inspiriting” and “communicating and understanding”. students’ learning psychology consists of four aspects， namely， learning interest， intrinsic learning motivation， sensitivity of learning efficacy and self-monitoring. With a questionnaire targeting on 746 primary school students form grade 4 to grade 9， the research probes into the relationships between the perception of TAB of students at different achievement and their learning psychology. The results indicate that as for students at different achievement， the dimension of students’ perception of TAB which is significantly predictive to their learning psychology is different， so does the degree of correlation between the perception and learning psychology; as for intermediate students， correlation between their perception of TAB and their learning psychology is the most significant.