新北市國民中學學生參與高關懷班對學校適應影響之研究

Abstract

本研究旨在探討新北市國民中學學生參與高關懷班對學校適應之影響，並依據研究結果提出建議，以供相關教育單位與未來研究之參考。 本研究以問卷調查法進行研究，根據相關文獻發展出「新北市國民中學學生參與高關懷班滿意度問卷」與「學校適應量表問卷」，以為資料蒐集之工具，研究對象包括新北市國民中學參與高關懷班學生，共發放510份問卷，回收371份，回收率達73%，其中有效問卷344份，有效回收率67.5%。資料之處理與分析包括描述統計、t 考驗、單因子變異數分析、皮爾遜積差相關及簡單迴歸分析與階層迴歸分析等統計方法。綜合文獻探討與調查研究結果，本研究的主要發現如下： 一、新北市國民中學參與高關懷班學生知覺參與高關懷班滿意度高於學校適應情 形。 二、新北市國民中學無中輟紀錄的高關懷班學生對參與高關懷班滿意度的認知較 有中輟紀錄的學生高。 三、新北市國民中學無中輟紀錄的高關懷班學生對學校適應的認知較有中輟紀錄 的學生高。 四、新北市高關懷班學生「參與高關懷班滿意度」與「學校適應」各層面呈現正 相關。 五、新北市國民中學高關懷班學生的「有無中輟紀錄」與「參與高關懷班滿意度」 對「學校適應」具有預測力。 根據研究結論，本研究分別對教育行政機關與承辦學校人員提出參考建議。

The purpose of this study was to explore the relationships between the intensive-concern program and school adjustment of junior high schools in New Taipei city. Based on the results of this study, some recommendations will be proposed for being the reference of related educational institutions and future research. In order to answer the research questions, the survey research method was adopted to collect pertinent data. Based on the literature review, the “Satisfaction Survey for students participated in the intensive-concern program” and the “Questionnaire of school adjustment scale” were developed. The subjects in the study were junior high school students who participated in the intensive-concern program. A total of 510 questionnaires were distributed, 371 questionnaires returned, 344 answered completely, and the return rate was about 67.5%.The collected data were analyzed by descriptive statistics, t-test, one-way ANOVA, Pearson correlation, simple linear regression analysis and hierarchical regression. According to the literature review and the questionnaire results, the conclusions of the study were summarized as follows: 1. Junior high school students who participated in the intensive-concern program in New Taipei City perceived better satisfaction of the intensive-concern program than the school adjustment . 2. The students who have no dropout records perceived better satisfaction of the intensive-concern program than the students who have dropout records. 3. The students who have no dropout records perceived better school adjustment than the students who have dropout records. 4. There were positive significant correlations among all dimensions of the satisfaction for the students who participated in the intensive-concern program in New Taipei City and school adjustment. 5. The students who have dropout records and the satisfaction of the students who participated in the intensive-concern program in New Taipei City had predicative efficacy for all the dimensions of school adjustment. Based on the conclusions, recommendations were proposed for the educational authorities and school personnel.