台北縣國小補校外籍配偶學習態度與自我概念關係之研究

Abstract

本研究之目的在探討台北縣國小補校外籍配偶個人背景變項與學習態度和自我概念的關係。為達上述目的，以台北縣目前參與國小補校課程之外籍配偶為研究對象，採研究者自編的「台北縣國小補校外籍配偶學習態度與自我概念調查問卷」為研究工具，經分層隨機抽樣方式進行施測，共得有效樣本416份。資料蒐集後以單因子變異數分析、t考驗、積差相關等統計方法檢視概念間的關係，歸納本研究之結論如下： 一、台北縣國小補校外籍配偶整體學習態度及三層面得分皆高，以「教學互動」之學習態度最為積極。 二、台北縣國小補校外籍配偶整體自我概念及三層面得分皆正向，以「心理自我」之自我概念最強。 三、整體學習態度及「學習慾望」層面因原生國學歷不同有顯著差異，以「高中畢業」者得分最高。 四、學習態度之「學習慾望」層面因就業情形不同有顯著差異，以「沒有上班」者得分最高。。 五、整體學習態度及「課後投入」層面因補校就讀年級不同有顯著差異，以「一年級」者得分最高。。 六、整體自我概念及「社會自我」層面因原生國學歷不同有顯著差異，以「高中畢業」者得分最高。。 七、整體自我概念及「心理自我」、「社會自我」層面因補校就讀年級不同有顯著差異，以「一年級」者得分最高。。 八、整體學習態度及整體自我概念具有顯著的正相關。 依據上述結論，提出建議供任課教師、教育單位及未來相關研究參考。The purpose of this study is to discuss the relation between the personal backgrounds and the learning attitudes as well as the self-concept of the foreign spouses who presently attend the elementary supplement schools in Taipei County. To achieve these goals, the researcher takes samples consist of foreign spouses participating in elementary supplement schools at present in Taipei County. The instrument applied in this study is The Survey Questionnaire Regarding Foreign Spouses’ Learning Attitudes and Self-concept in Elementary Supplement Schools in Taipei County. The survey was conducted with random sampling patterns and collected 416 samples effectively. The data obtained were then analyzed by one-way ANOVA, t-test, and Pearson’s productmoment correlation in order to discuss the conceptual variation in the foreign spouses of elementary supplement schools in Taipei County. The results of this study indicate: 1.Scores in the learning desire, teaching interaction, after class involvement and the general learning attitudes sections are high. The teaching interaction item is the highest among all. 2.Scores in the physical self , physiology self, social self and the general self-concept sections are high. The physical self item is the highest. 3.Significant differences are found in the learning desire and the general learning attitudes due to the original educational background. 4.Job variation results in significant differences in the learning desire item in the learning attitudes section. 5.Significant differences are shown in the general learning attitudes and after class involvement corresponding with the grades in elementary supplement schools. 6.There are significant differences in the social self as well as the self-concept due to the original educational background. 7.Significant differences in the general self, physical self, and the social self resulted from grades in elementary supplement schools are revealed. 8.There is a significant positive relationship between the general learning attitude and the general self-concept.

According to these findings, this study proposes several possible suggestions to the instructors, education units, and other relevant studies.