9 research outputs found

    原住民與非原住民國中生親子關係、自我概念與學業成就關係之研究

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    [[abstract]]  The purpose of the present study is to explore the relationship among parent-child relationship, self-concept and academic achievement of aboriginal and non-aboriginal junior high school students. Taiwan Education Panel Survey (TEPS) offers the research data, it’s a long-term survey conducted by Academic Sinica, Ministry of Education and National Science Council. Utilizing t-test, one-way ANOVA, one-way MANOVA, Pearson’s product moment correlation and two-way ANOVA, the results are as follows: 1. Male junior high school students’ parent-child relationship and self-concept are better than females’, but their subject performance and academic achievement are lower. 2. Aborigines have better parent-child relationship, but their self-concept, subject performance and academic achievement are significantly lower than other ethnic groups. 3. Junior high school students whose parents are classified 5th level socioeconomic status, such as Lawyers, judges and accountings, have lower parent-child relationship than other groups, but they have higher self-concept, subject performance and academic achievement. 4. Gender and aboriginality interact on parent-child relationship, male aboriginal students’ parent-child relationship is significantly higher than females’, while non-aboriginal students’ shows no difference. 5. Socioeconomic status and aboriginality interact on subject performance. Non-aboriginal students’ subject performance varies significantly according to different socioeconomic status, while non-aboriginal students’ shows no difference. 6. Socioeconomic status and aboriginality interact on academic achievement, both aboriginal and non-aboriginal students’ academic achievement varies significantly according to different socioeconomic status. 7. There is a positive correlation between aboriginal students’ self-concept and subject performance, also between their self-concept and academic achievement. But when it comes to non-aboriginal students’, there’s no such correlation.   The research shows that aboriginal students’ parent-child relationship is higher than other ethnic groups, but their self-concept, subject performance and academic achievement are lower than other ethnic groups. There is a positive correlation between non-aboriginal students’ self-concept and subject performance, also between their self-concept and academic achievement. But when it comes to non-aboriginal students’, there’s no such correlation. Educational administrations can refer to the findings when they make educational policies.

    A Relative Study of Sport Participation and Physical Self-Concept of Junior High School Students

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    本研究主要目的在瞭解國中生運動行為和身體自我概念之間的關係。藉由參考運動行為與身體自我概念等相關文獻和量表作為工具,以臺中市國中生645 人為研究對象。所得資料以統計套裝軟體執行積差相關、逐步迴歸等統計分析。研究結果顯示:運動行為各層面排序高低為球類運動、健身運動、民俗運動、水上運動、技擊運動;身體自我概念各層面排序高低為整體外表、爆發力、肌力、柔軟度、心肺耐力、肌耐力。此外,運動行為與身體自我概念呈正相關。本研究證實不同的運動行為確實對身體自我概念帶來影響。建議日後有興趣此一領域者可運用質化分析與縱貫式研究進一步檢驗本研究結果。The main purpose of this study was to understand relationships among the exercise behavior and middle school student's physical self-concept. The researcher of this study applied questionnaires survey, and referring to the documents relating to student's exercise behavior and physical self-concept in schools and the chart of self-made "Questionnaires On exercise behavior and physical self-concept" as the resources of information. The research objects were 645 middle school students in Taichung. The data was analyzed through the methods of Pearson's product moment correlation, Stepwise regression. The results of the research are five factors of exercise behavior were factor of Ball Games, fitness, folklore sports, water sports, and combative sports. Physical self-concept was six factors of overall appearance, explosiveness, muscular strength, flexibility, cardio respiratory endurance, muscular endurance. Other result, the study reveals positive correlation between exercise behavior and physical self-concept. The results of this research state that different exercise behavior of middle school students indeed does influence their physical self-concept. It was suggested that future studies applying diverse physical abilities tests

    A Literature Review on the Relationships of Physical Activity, Self-concept and Self-Esteem

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    [[abstract]]許多研究顯示運動在心理健康上的效果,包括提升正面的情緒、高自尊、對 於身體能力有較大的信心等。尤其運動對自尊或身體自我概念的正面影響,已逐漸受到重視。本文以文獻回顧(literature review)的方式,除分析近年來的研究外,亦期望對未來可能的研究方向提出建議。首先就理論上分析身體自我概念與自尊之間階層性的關係,接著介紹近年來國內外常使用的測驗工具,包括:The Rosenberg Self-Esteem Scale (Rosenberg, 1965)、PSPP (Physical Self-Perception Profile, Fox & Corbin, 1989)、PSDQ (Physical Self-Description Questionnaire, Marsh & Redmayne, 1994; Marsh, 1996),以及中文版的「兒童身體自我概念量表」編製(莊鵬輝,1996)、葉素汝(1998)修訂的「身體自我描述問卷」。第三部分則為回顧相關的實證研究結果,目前的研究大多支持運動對身體自我概念的正面影響,但在自尊方面卻有不一致的結果。最後根據文獻分析結果提出未來可能的研究方向,探討運動對自尊的效果,可能需要考慮個人對自我各向度的重要性知覺(perceived importance)。另一方面,身體自我概念與自尊的階層關係,仍需實地研究(field research)的支持。[[abstract]]Researches indicted the mental effects of exercise included the promotion of positive emotion, high self-esteem, confidence for physical competence. There is increasing interest in the positive impacts for self-esteem and physical self concept of exercise. The purpose of this paper is to analysis existing literature and suggesting future research challenges through literature review. First was to analysis the relationship between self-esteem and physical self concept. Second was to introduce the measurements include The Rosenberg Self-Esteem Scale (Rosenberg, 1965), PSPP (Physical Self-Perception Profile, Fox & Corbin, 1989), PSDQ (Physical Self-Description Questionnaire, Marsh & Redmayne, 1994; Marsh, 1996), Children Physical Self Concept (Zhuang, 1996) and Chinese PSDQ (Ye, 1998). Third was to review the practical researches about self. The result reveals most researches support exercise had a positive influence. It brings up the research direction in future at last. It might to think about the personal perceived importance for domains of self concept when we examine the effect of exercise on self esteem. On the other hand, it is necessary much more field researches to support the hierarchical relation between self-esteem and physical self concept

    我是誰?四位東南亞籍配偶國中階段子女的自我概念探究

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    [[abstract]]本研究是以質的研究方法,來探究四位東南亞籍配偶國中階段子女的自我概念,研究的目的在於探究他們自我概念的內容與面貌,了解其自我概念的特質,以及對他們的生活和學習產生的影響。 本研究先藉由團體訪談,從團體互動中了解四位東南亞籍配偶國中階段子女的自我概念是什麼,再分別對四位受訪者好朋友、班級導師和家長進行訪談。研究的受訪者是以立意取樣選取而來,分別是就讀國一的女生一位,國二的男生兩位、國三的女生一位。 主要的研究發現為: 一、四位受訪者的自我概念特質:注重外表、與母親臍帶相連、內斂沉穩、在意友伴。 二、影響四位受訪者自我概念的因素: (一)個人層面-身體意象,學業成就。 (二)學校層面-教師態度,同儕接納。 (三)家庭層面-家庭社經地位,父母婚姻狀況及教養態度,家庭功能、家庭支持網絡的健全。 三、研究結論: (一)東南亞籍配偶國中階段子女在身體自我概念上,深受東南亞及特徵影響。 (二)家庭社經地位低落是影響東南亞籍配偶國中階段子女自我概念的重要因素。 (三)母親在台的環境適應與生活狀況,牽動東南亞籍配偶國中階段子女的自我認同。 (四)親友支持系統網絡的健全有助於穩定家庭功能,有利於東南亞籍配偶國中階段子女自我概念的發展。 (五)外在環境和重要他人的對待方式影響東南亞籍配偶國中階段子女的自我概念發展。 最後並提出建議: 一、提供在台配偶完整的婚姻支持照護系統 二、提供教師有關東南亞籍配偶子女的相關教育資訊 三、組織跨國聯姻家庭親職成長共學團體 四、營造尊重、接納的教學氛圍,並能因材施教,以培養學生自信 五、多元文化課程融入教學,建立學生多元文化觀 六、對未來研究方向的建議 (一)研究對象多元化 (二)長期之縱貫性研究 (三)東南亞籍配偶在台生活滿意度與子女自我概念之研究

    [[alternative]]A study of the effects on self-concept and behavior disturbance by performing music therapy teaching activities to elementary school children

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    [[abstract]]  本研究旨在探討音樂治療對國小兒童自我概念及行為困擾之輔導效果。本研究以南投縣光華國小五年級普通班兒童為研究對象,隨機選取三十名兒童,分派至實驗組與控制組,每組各十五名。實驗組成員連續接受每週兩次,每次四十分鐘,共計十二次之音樂治療團體活動,控制組則不接受任何實驗處理。 本研究採實驗組-控制組等組前後測實驗設計,以實驗處理(亦即進行音樂治療與否)為自變項;受試者在自我概念及行為困擾上之表現為依變項。以「國小兒童自我概念量表」、「行為困擾量表」為評量工具,使用統計套裝軟體程式,將測驗完成後的資料進行分析,以驗證研究假設。並採迴歸分析方法,考驗實驗組與控制組之差異顯著性。此外亦整理歸納「單元活動回饋表」、「團體總回饋表」、「活動教案問卷調查表」及團體過程記錄、錄音、錄影等資料,對實驗組成員進行質的分析,以作為評量實驗效果之佐證。 實證之迴歸統計結果顯示,就自我概念而言,在實驗後一週內,音樂治療對國小兒童之自我概念表現具正面效果,其中在外貌自我概念、情緒自我概念上有顯著進步,而家庭自我概念、學校自我概念及身體自我概念上則影響較不顯著。而在實驗後六週內,音樂治療對自我概念之效果仍呈持續性,其在各分量表上之統計結果與實驗後一週內之結果相同。 就行為困擾面而言,在實驗後一週內,迴歸結果亦顯示音樂治療對國小兒童之行為困擾有正面影響,其中在分量表之自我關懷困擾、人際關係困擾有明顯的正面影響,而身心發展困擾、學校生活困擾及家庭生活困擾則無顯著改進。在實驗後六週內,音樂治療對行為困擾之效果仍呈持續性,其中在自我關懷困擾、學校生活困擾、人際關係困擾、家庭生活困擾上均有顯著改進,惟在身心發展困擾的影響上較不顯著。[[abstract]]  The purpose of the study to explore the effect of music therapy to elementary school children’s self-concept and behavior disturbance. This study consisted of 30 school children and they were divided into two groups (experimental group and control group), each consist of 15 children. The experimental group was treated by musical activities 12 times, twice a week and 40 minutes each time. In control group remained untreated. In this paper, the independent variable is whether music therapy is practiced or not, and the dependent variables are the scope of self-concept and behavior disturbance. The Measurement Table of elementary school children’s self-concept and behavior disturbance was used as a measurement tool. The SPSS statistical software and regression analysis were used to test the difference between the experimental group and control group. Also the feedback table and questionnaire were used to prove the experimental effect. The statistical regression analysis showed, so far self-concept was concerned, during one week after experiment, music therapy did cause positive effects elementary school children’s self-concept. Especially appearance self concept and emotional self-concept were obviously improved, while family self-concept, school self-concept and physical self-concept were not. During six weeks after the experiment, the effect of music therapy remained the same. As to behavior disturbance, during one week after experiment, the regression result also showed music therapy had positive effect on those children, especially on self-concept disturbance and relationship disturbance, while physical and mental development disturbance, school life disturbance, family life disturbance were not obviously cured. Six weeks after the treatment, the therapeutic effect still remained. But differently, the self-concept disturbance, school life disturbance, relationship disturbance and family life disturbance were obviously released, while physical and mental development disturbance was not
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