The Relationship of Child Temperament,Teacher Teaching Style and Study Performances for 5th and 6th Grades Students

• Main Authors: Zhang, Zhen Nan, 張振南
• Other Authors: Zhou, Li Xun
• Format: Others
• Language: zh-TW
• Published: 1995
• Online Access: http://ndltd.ncl.edu.tw/handle/07049237598186327632

碩士 === 國立嘉義師範學院 === 初等教育學系 === 83 === The study has three purposes: the first is to understand the relationship between child temperament and study perform- ances;the second is to search the relationship between teacher teaching style and study performances; the third is to prove that child temperament and teacher teaching style are the main factors to lead to different performanct. In order to reach these purposes, there are four tools for this study,the "Transactional Ability Inventory" ,the "Raven''s Progressive Matrices" ,the"Middle Childhood Temperament Ques- tionnaire" . The sample consisted of 5th grade and 6th grade students and their teachers on four counties(N=983). The data was analyzed by two-way analysis of covariance, two-way analy- sis of variance ,one-way analysis of vanriance and canonical correlation. The obtained results indicate: (1)After controlling the effect of intelligence, We find that different degrees on persistence, rhythmicity, adaptability, approach or withdrawal and quality of mood will lead to different academic achievement on 5th and 6th grades students; (2)As far as 5th and 6th grades students are concerned, different degrees of temperament have significant different on learning adjustment;(3)As far as 5th and 6th grades students are concerned, different degrees of teacher teaching st According to the obtained results, the following conclusions may be made: (1)There is relationship between child temperament and study performance; (2)The rela- tionship between teacher teaching style and study performance is still not very significant;(3)There is no significant inter- action between child temperament and teacher teaching style.