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研究生:楊小惠
論文名稱:台北地區高中職學生社會比較極其相關因素之研究
指導教授:吳靜吉吳靜吉引用關係
學位類別:碩士
校院名稱:國立政治大學
系所名稱:教育學系
學門:教育學門
學類:綜合教育學類
論文種類:學術論文
論文出版年:2001
畢業學年度:89
語文別:中文
論文頁數:159
中文關鍵詞:社會比較
外文關鍵詞:social comparison
相關次數:
  • 被引用被引用:19
  • 點閱點閱:241
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  • 收藏至我的研究室書目清單書目收藏:1
國立政治大學八十九學年度第二學期碩士論文摘要
研究所別:教育研究所
論文名稱:台北地區高中職學生社會比較與其相關因素之研究
指導教授:吳靜吉 博士
研 究 生:楊小惠
【論文摘要】
本研究旨在了解台北地區高中職學生社會比較行為之現況,並探討影響社會比較行為之相關因素;其次,探討社會比較行為與創意態度及學習行為之關係。
本研究之樣本為台北地區公、私立高中、高職學校一至三年級學生,有效樣本共計565人(男生265人,女生300人)。所採用的研究工具包括「社會比較動機量表」、「社會比較內容量表」、「社會比較對象量表」、「知覺教師教與學導向量表」、「創意態度量表」、「成就目標量表」、「學生學習偏好量表」及「激勵學習策略量表」等八種量表。研究中所使用的統計方法包括:皮爾森積差相關、卡方考驗、區別分析、單因子變異數分析及典型相關。
本研究之研究結果如下:
一、高中職學生社會比較行為現況方面:
台北地區高中職學生,其較常使用自我評鑑與學習、自我改進及結盟等比較動機,同時喜歡針對情緒智力相關事物與同學比較。在社會比較方式,高中職學生不分年籍、性別、學校類別,在各項能力的比較上皆傾向使用平行比較;在假想情境中的比較則是傾向使用向上比較。
二、性別、教師的教學結構與社會比較之關係
(一)男、女高中職學生社會比較行為之差異
不同性別的高中職學生,男學生在部分的社會比較動機(包括:自我破壞、自我顯揚)及內容(包括:外表印象、成績表現)的使用意願上,都顯著比女學生來得高。在社會比較方式上,則沒有明顯的性別差異,除了在個性比較方面,女學生比男學生較多人選擇作向下比較。
(二)教師的教學結構與社會比較行為之關係
教師不同的教學結構與社會比較動機及內容皆呈顯著之正相關,在比較動機方面,當學生知覺教師採用學習導向的教學結構時,會增進其使用自我評鑑與學習及利他主義等比較動機,但是當其知覺到是表現導向的教學結構時,不但會減少上述兩種動機,同時會增加其使用自我破壞的比較動機;在比較內容方面,兩種教學結構是較無差異的,都與情緒智力及外表印象等比較內容間有正相關。在社會比較方式上,教師的教學結構並沒有辦法區別出不同比較方式的高中職學生。
三、社會比較與創意態度及學習行為之關係
(一)創意態度與社會比較行為之關係
創意態度的三項因素皆與社會比較動機及內容同樣是呈顯著之正相關,本研究發現,越不喜歡使用自我評鑑與學習之比較動機,且較少針對情緒智力之相關事物與同學進行比較的高中職學生,其對新觀念的產生較容易抱持消極的態度,且對新觀念及團隊創意會較不重視。
(二)學習行為與社會比較行為之關係
1.社會比較動機與學習行為之關係
社會比較動機與學習動機、方式及策略之各項因素間呈顯著之正相關,本研究發現,越喜歡使用自我破壞及自我顯揚之比較動機的高中職學生,是較少使用精熟學習動機、合作學習方式及尋求同儕協助的學習策略,這也顯示使用這兩種比較動機,對高中職學生的合作學習的行為有較負向的影響。
2.社會比較內容與學習行為之關係
社會比較內容與學習動機、方式及策略之各項因素間呈顯著之正相關,本研究發現,喜歡針對外表印象之相關事物與同學進行比較之高中職學生,其較少使用精熟的學習動機,也較少使用合作與個人的學習方式。
3.社會比較方式與學習行為之關係
本研究發現社會比較方式與學習行為之關係為:學習動機是想要獲得高分,且在學習遇到困難不會向同學尋求協助之高中職學生,越有可能使用向下比較。
四、高中職學生的性別、知覺教師的教學結構、創意態度及學習行為與社會比較動機、內容之間共可以抽出二組顯著之典型相關。
本研究依據上述之研究結果提出討論,並提出若干點建議供教育輔導工作及未來研究之參考。
Social Comparison and Its Correlates among Senior High School Students in Taipei
Abstract
The first purpose of this study was to assess the degree of social comparison motives of senior high school students in Taipei. The second purpose was to investigate how students’ gender and their perceptions of the classroom goal structure related to social comparison motives. The third purpose was to study how social comparison motives influence personal achievement goals and motivated learning strategies for learning and learning preference.
The Chinese versions of the Social Comparison Motives Scale (Helgeson & Mickelson, 1995), Attitude Toward Idea Generation Scale (Basadur & Hausdorf, 1996), Achievement Goal Measure (Elliot & Harackiewicwz, 1998), Learning Preference Scale for Students (Owens & Straton, 1980) and Motivated Strategies for Learning Questionnaire (Pintrrich, 1989) and two other scales constructed to measure the content and target of social comparison were administered to 565 senior high school students from 11 senior high schools in Taipei.
The results supported most hypotheses. Senior high school students prefer to use self-evaluation, self-improvement and common bond as motives for social comparison. They also liked to compare their emotional and intellectual behavior with their classmates. There were some significant differences between males and females in overall social comparison motives and content. Compared with females, males had significantly higher scores on self-enhancement and self-destruction scales. Male students compared more than their female counterparts on physical attractiveness and academic competence. The more students perceived their classroom goal structure to be learning focused, the more they perceived their social comparison motives to be self-evaluation and self-improvement oriented.
The study also found that students’ self-evaluation and self-improvement motives and intellectual and emotional content for social comparison were positively and significantly related to learning goal orientation, attitude toward idea generation, and academic help-seeking strategy use and preference for cooperative learning. However, students’ self-enhancement and self-destruction motives were negatively and significantly related to learning goal orientation, academic help-seeking strategy use and preference for cooperative learning. The students who scored high on self-enhancement and self-destruction motives also preferred competitive, individual ways of learning and learning via Internet.
目 錄
第一章 緒 論
第一節 研究動機與目的………………………………………..1
第二節 研究問題………………………………………………..4
第三節名詞釋義………………………………………………..6
第四節研究限制………………………………………………..9
第二章 文獻探討
第一節 社會比較理論的轉變與意涵…………………………11
第二節 社會比較的概念………………………………………13
第三節 社會比較的測量方式…………………………………28
第四節 社會比較之相關研究…………………………………31
第三章 研究設計與方法
第一節 研究架構………………………………………………36
第二節 研究假設………………………………………………38
第三節 研究樣本………………………………………………40
第四節 研究工具………………………………………………41
第五節 實施程序………………………………………………54
第六節 資料處理………………………………………………55
第四章 結果(一)─現況分析
第一節高中職學生的社會比較動機、內容及對象之現況…58
第二節高中職學生社會比較動機、內容及方式之關係……78
第五章 結果(二)─假設驗證
第一節性別、教師的教學結構與社會比較行為之關係…….83
第二節社會比較行為與創意態度、學習行為之關係………92
第三節性別、教師的教學結構、創意態度及學習行為與社會比較動機、內容之典型相關…………………………...113
第六章 討論、結論與建議
第一節討論…………………………………………………..116
第二節結論…………………………………………………..130
第三節 建議…………………………………………………..133
參考書目
中文書目……………………………………………………………..137
英文書目……………………………………………………………..138
附 錄
附錄(一)…………………………………………………………..150
附錄(二)…………………………………………………………..158
參考書目
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