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研究生:盧宥廷
研究生(外文):LU, YOU-TING
論文名稱:大學生覺知教師班級經營類型、大學生學習投入與其學業應得權益感關係之研究
論文名稱(外文):The Study of Relationship among Classroom Management Style, Learning Engagement and Academic Entitlement of Undergraduate Students
指導教授:徐綺穗徐綺穗引用關係
指導教授(外文):HSU, CHI-SUI
口試委員:劉世雄徐立真
口試日期:2017-06-07
學位類別:碩士
校院名稱:國立臺南大學
系所名稱:教育學系課程與教學碩博士班
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:2017
畢業學年度:105
語文別:中文
論文頁數:90
中文關鍵詞:大學生班級經營類型學習投入學業應得權益感
外文關鍵詞:undergraduate studentsclassroom management stylelearning engagementacademic entitlement
相關次數:
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本研究旨在了解大學生覺知教師班級經營類型、大學生學習投入與其學業應得權益 的關係。為達研究目的,本研究以調查研究法進行,採隨機取樣的方式,選取528位國 立臺南大學之日間部大學生進行施測,以研究者編製之「大學生覺知教師班級經營類型 調查問卷」、「大學生學習投入調查問卷」以及「大學生學業應得權益感調查問卷」作 為研究工具,將蒐集之資料以統計軟體SPSS20.0進行描述統計、獨立樣本t檢定、單因子 變異數分析以及積差相關等統計方法進行資料分析。主要研究發現如下: 一、介入型班級經營其大學生之學習投入程度高於不介入型與互動型 二、不同班級經營類型在學業應得權益感上無顯著差異。 三、大學生學習投入與其學業應得權益感間達顯著正相關。
This study aimed to investigate the relationship among classroom management style, learning engagement and academic entitlement of undergraduate students in southern Taiwan. This study used quantitative method, 528 university students were enrolled via random sampling method. The research instruments in the study included “Inventory of Undergraduate Student-perceived Teacher Classroom Management Style”, “Inventory of Undergraduate Student Learning Engagement ” and “Inventory of Undergraduate Student
Academic Entitlement ”. Descriptive statistics, t-test, one-way analysis of variance and Pearson Correlation were used in data analysis. The main results were follows:
1.The undergraduate students in involving classroom management style had higher learning engagement level than interacting and non- involving classroom management style.
2.There were no classroom style differences in academic entitlement.
3.There were significant positive correlation between learning engagement and academic entitlement.

中文摘要 i
英文摘要 ii
謝辭 iii
目次 iv
表目次 vi
圖目次 vii
第一章 緒論
第一節 問題背景與動機 1
第二節 研究目的與研究問題 3
第三節 名詞釋義 4
第四節 研究範圍與限制 5
第二章 文獻探討
第一節 班級經營類型的意涵與相關理論 7
第二節 大學生學習投入的意涵與相關理論 11
第三節 學業應得權益感的意涵與相關理論 15
第四節 相關研究 22
第三章 研究設計與實施
第一節 研究方法與架構 45
第二節 研究假設 46
第三節 研究對象 46
第四節 研究工具 47
第五節 實施程序 57
第六節 資料處理 58
第四節 研究結果與討論
第一節 大學生覺知班級經營類型、學習投入以及學業應得權益感之現況描述 59
第二節 不同班級經營類型在大學生學習投入之差異分析 61
第三節 不同班級經營類型在大學生學業應得權益感之差異分析 63
第四節 大學生學習投入與其學業應得權益感之相關分析 64
第五章 結論與建議
第一節 結論 67
第二節 建議 69
參考文獻
中文部分 71
西文部分 73
附錄一 內容效度專家學者意見整合 77
附錄二 大學生覺知教師班級經營類型、大學生學習投入及其學業應得權益感調查預試 問卷 83
附錄三 大學生覺知教師班級經營類型、大學生學習投入及其學業應得權益感調查正式 問卷 87


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劉鎔毓 (2007)。大學生課業學習相關經驗分析:一般生與技職生之比較。課程研究,2 (2),91-121
羅寶鳳、張德勝(2012)。大學教師教學風格與自我效能之研究。教育與多元文化研究,6,93-121
李宜玫、孫頌賢(2010)。大學生選課自主性動機與學習投入之關係。教育科學研究期刊,55(1),155-182
彭森明(2006)。臺灣高等教育資料系統之建置與運用:94學年大一、大三生學習情形與困擾事項。國立臺灣師範大學教育評鑑與發展研究中心。
彭森明(2010)。臺灣高等教育資料系統之建置與運用:98學年大一、大三生學習情形與困擾事項。國立臺灣師範大學教育評鑑與發展研究中心。
林淑惠、黃韞臻 (2012)。「大學生學習投入量表」之發展。測驗學刊,59(3),373-396
林淑惠、黃韞臻 (2012)。中部大學生學習投入與學習倦怠之分析。輔導與諮商學報,34(1),51-67
粘絢雯、程景琳(2010)。國中班級經營與班級氣氛相關因素之探討:關係攻擊與關係受害。教育實踐與研究,23(1),57-84
黃淑青(2001)。我國高級職業學校工業類科教師人格特質與班級經營風格之相關研究(未出版之碩士論文)。國立彰化師範大學,彰化市
洪福源、邱素玲、鄭光燦 (2012)。大學生學業應得權益感研究:量表發展與相關變項關係分析-以臺灣北部與中部地區八所大學為例。教育研究與發展期刊,4,141-174
簡瑋成(2012)。學習自我效能、學習投入與學習成就之後設分析(未出版之碩士論文)。國立暨南國際大學,南投縣
教育部(2016)。104學年度大專校院概況統計。台北:教育部。
邱素玲、洪福源 (2014)。大學生班級情緒氣氛、學習自我效能、學習倦怠與學習投入關係研究。彰化師大教育學報,25,85-112
許基祥(2007)。海事水產職業學校導師班級經營風格與學生班級氣氛相關之研究(未出版之碩士論文)。國立臺灣師範大學,臺北市。
張鈿富(2102)。大學生學習投入理論與評量實務之探討。高教評鑑,特刊,41-62
鄭玉疊、郭慶發(1994)。班級經營-做個稱職的教師。臺北市:心理。
鍾啟泉(1995)。班級經營。台北:五南
鄭博真、王怡又(2012)。 大學生學習投入與幸福感之相關研究。屏東教育大學學報,38, 127-164
陳馨蘭(1998)。教師人格特質、自我效能、學生行為信念與班級經營風格之相關研究(未出版之碩士論文)。國立彰化師範大學,彰化市。
陳崇慧(2006)。國小一年級教師班級經營風格與情緒教育對學童情緒智力之影響(未出版之碩士論文)。朝陽科技大學,台中市。
單文經(2004)。班級經營的理論與實務。臺北市:學富。
楊致慧(2013)。科技大學英文教師教學風格、師生互動、學生學習投入與學習自我效能關係之研究(未出版之博士論文)。高雄師範大學,高雄市
吳清山(1990)。班級經營。台北市:心理
吳明隆、涂金堂(2007)。SPSS與統計應用分析。台北:五南
歐慧敏(2005)。學生自主學習的意涵與引導策略。教育研究月刊,94,99-106。


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