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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/51458

    Title: 弱勢青少年學習心理特徵之探究
    Other Titles: Research on learning characteristics for disadvantage teenagers
    Authors: 王韻涵;Wang, Yun-han
    Contributors: 淡江大學教育心理與諮商研究所碩士班
    Keywords: 弱勢青少年;心理特徵;學習態度;the disadvantaged teenagers;psychological characteristics;Learning Attitude
    Date: 2010
    Issue Date: 2010-09-23 15:20:24 (UTC+8)
    Abstract: 本研究旨在探討弱勢青少年學習心理特徵,包括人際需求、自我價值的發展、面對困難的正向思考能力以及挫折容忍力四個面向之現況以及對學習態度之影響分析。本研究以國小五年級至九年級弱勢青少年為研究對象,有效樣本數969份。所使用的研究工具為自編「國中小學生學習心理特徵調查表」,所得資料以描述統計、t檢定、單因子變異數分析、皮爾森積差相關、迴歸分析等統計方法進行分析。歸納研究結果如下:
    This research was designed to explore the disadvantaged teenagers’ psychological characteristics in learning (including interpersonal demands, the development of self-esteem, positive thinking in face of difficulties, and frustration tolerance) and to analyze the influence on learning attitude. This research targeted the disadvantaged teenagers from fifth to ninth grade with effective sample of 969. The research instrument “A questionnaire survey on elementary and junior high school students’ psychological characteristics in learning” was designed by the researchers to achieve research purpose. The collected data was analyzed by utilizing descriptive statistics, T-test, One-way ANOVA, Pearson’s product-moment correlation and Regression. The research results were as the following:
    1.Teenagers’ psychological characteristics are less influenced by the family background but by the performance of academic achievement.
    2.Not all the disadvantaged teenagers perform low academic performance. The higher academic achievement they perform, the better psychological characteristics they have
    3.Different background variables result in disadvantaged teenagers'' different psychological characteristics.
    4.The more positive psychological characteristics the disadvantaged teenagers perform, and the more positive learning attitude they develop.
    5.Frustration tolerance is the best predictor on the disadvantaged teenagers'' learning attitude.
    Based on research findings and discussion, the researchers proposed a new direction for future researchers, school teachers, guidance counseling staff, government and the private sector to reflect and to rethink the distribution of grants and multi-dimension observation. Providing care to the disadvantaged students’ mental condition and mental consulting followed by academic-related remedy instruction enabled disadvantaged teenagers to explore their abilities. It made the programs and policies achieve the greatest benefit.
    Appears in Collections:[教育心理與諮商研究所] 學位論文

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