This study aims mainly, via adopting the methods of questionnaires survey and literature review, to explore the learning stress and adjustment of students in elite senior high schools in Taipei city.
The main purposes of this study are:
1.To explore the learning stress of students in elite senior high schools in Taipei city.
2.To analyze the primary sources of the learning stress of students in elite senior high schools in Taipei city
3.To understand the problems of the adjustment of students while facing learning stress in schools.
4.To review the strategies adopted by students for solving their adjustment problems in schools.
5.To propose suggestions, based on the findings of this study, for the reference of policy reform or improvement in the future.
A self-designed questionnaire is used as the research tool of this study, and via purposively sampling, two best-known elite senior high schools in Taipei City are selected as samples of the case studies. In each school, first year’s students are chosen as samples. Four classes in each school are surveyed, which accounts for 330 students in total. With a response rate of 88.8%, 293 valid questionnaires are collected and analyzed.
The main conclusions of this study can be summarized as follows:
1.Students are facing medium degree of learning stress in elite senior high schools, and the greatest pressure derived mainly from their own “individual” factors.
2.Students adjust quite well in schools, and their adjustment at the “physical and psychological dimension” is the best, among all the dimensions measured.
3.There are significant differences in the learning stress and learning adjustment between boys and girls.
4.There are significant differences in the learning stress and learning adjustment among students whose parents adopted different methods of home discipline.
5.Whether both parents adopt the same or consistent methods of home discipline has affected their children’s learning stress and learning adjustment. If both parents adopt consistent method of discipline, their children’s learning adjustment at schools are better.
6.There are significant differences in the learning adjustment among students with different order of sibling at home, and with educational qualification of the head of households..
7.There is no significant difference in the learning stress and learning adjustments of students in terms of their home residential districts, composition of family members, economic situation and occupations of the head of households.