學生四至九年級自覺能力發展軌跡研究

Abstract

目的：本研究之目的為瞭解學生四至九年級各年度自覺能力的得分情形、發展軌跡類型、及其相關因素。 方法：研究樣本來源為「兒童與青少年行為之長期發展研究計畫（簡稱CABLE計畫）」，取自2001年就讀國小四年級的學生，共1584人，包含男生762人，女生822人。資料取自前述樣本四至九年級（2004~2009年）的部份資料及其家長的部份資料，進行分析。統計方法為Group-based trajectory model以及多項邏輯迴歸模型。 結果：1. 整體而言，男女之自覺能力均為不斷上升的趨勢，但國小階段女生自覺能力較高，國中階段男生自覺能力較高，圖形呈現交叉發展。2. 學生之四至九年級自覺能力發展軌跡類型可分為四種：高分組（10.54%）、中上組（41.98%）、中下組（40.78%）、及低分組（6.70%）。3. 自覺能力發展軌跡類型之相關因素包含學業成就、情感變異性、父母支持、父母監督、同儕關係、父親教育、以及母親教育。 結論：本研究依研究結果提出以下建議：1. 自覺能力從小即應正視。2. 促進自覺能力需要全面性考量。3. 注意孩子是否具有情感變異性人格。4. 應給予相對且足夠的支持與監督。5. 注意學業表現及學生的自覺能力情形。6. 協助促進學生擁有良好的同儕關係。7. 應注意求學階段的轉變時期。

Objectives: This study expected to investigate the scores of self-perceived competence, the types of developmental trajectories, and the relative factors among students from 4th to 9th grade. Methods: The 1584 samples derived from “Child and Adolescent Behaviors in Long-term Evolution (i.e. CABLE ) project”, including 762 boys and 822 girls, who were 4th grade in 2001. From this sample, researcher took partial data about students and their parents from 4th to 9th grade (2004~2009 years). Statistical methods, including “Group-based trajectory model” and “Multinomial logit model”, were used to analyze. Results: 1. The trends about self-perceived competence of boys and girls rose continuously. The scores of girls were higher than boys in stage of elementary school, and the scores of boys were higher than girls in stage of junior high school. 2. The best types of developmental trajectories about the students from 4th to 9th grade could divide into four kinds: high (10.54%), medium above (41.98%), medium under (40.78%), and low (6.70%). 3. The types of developmental trajectories were significantly associated with academic achievement, emotional variability, parents’ support, parents’ supervision, interaction with peers, father’s education, and mother’s education. Conclusions: 1. Self-perceived competence should be taken seriously since childhood. 2. Promote self-perceived competence comprehensively. 3. Pay attention to children which have emotion variability personality or not. 4. Give children enough support and supervision. 5. Pay attention to students’ academic performance and their condition of self-perceived competence. 6. Assists students to have good interaction with peers. 7. Pay attention to students about the transformation stage.