Elder Learner''''s Self-concept, Response toward Teacher''''s Behavior Perception, and Learning Adaptation

• Main Authors: Yang, Mei-Jung, 楊美蓉
• Other Authors: Hu, Meng-Ching
• Format: Others
• Language: zh-TW
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/03701500743170077544

碩士 === 國立中正大學 === 成人及繼續教育研究所 === 90 === Elder Learners'''' Self-concept, Response toward Teacher''''s Behavior Perception, and Learning Adaptation Advisor: Dr. Hu, Meng – Ching Student: Yang, Mei-Jung The focuses of this research are on the elder learners'''' self-concept and the elder learners'''' response to the teacher''''s teaching behavior and adaptation to the learning environment. The objectives of this research are as follow: a. Explore the elder learners'''' adaptation to the learning environment. b. Discuss how the elder learners'''' self-concept and the elder learners'''' response to the teacher''''s teaching behavior and adaptation to the learning environment vary among learners having different backgrounds. c. Figure out the relationship between the elder learners'''' self-concept and the elder learners'''' response to the teacher''''s teaching and adaptation to the learning environment. d. Analyze how well the elder learners'''' self-concept predict the teacher''''s behavior perception and learning adaptation. e. Make concrete suggestions that could be applied on designing the elder learners'''' learning program, teaching strategies, learning counseling based on the conclusions of this research. This research conducts proportional stratified sampling with probability on one thousand and sixty-seven elder learners via the questionnaires of “the elder learners'''' adaptation toward learning environment”. All the effective questionnaires are returned. Various statistic methods, such as frequency distribution, percentage, average, One-Way ANOVA, Pearson’s Product-Moment Correlation, and Stepwise Multiple Regression were applied in the analysis of the questionnaires, and conclusions and suggestions were brought up based on this analysis. The consensual conclusions are as follow: A. The elder learners did not achieve the goals in terms of "learning motive","mental and physical adjustment" and "learning attitude." B. Elder learners having better educational background were more positive for learning ability, more confident and possess stronger self-concept. C. Elder learners were more responsive than younger learners to the teacher''''s authority, explanation and punishment, which were presented in the U-shape. D. Learners having better educational backgrounds performed better than the others in terms of "learning motive", "mental and physical adjustment" and "learning attitude." E. Elder learners'''' self-concept and learning adaptations were highly correlated. F. Elder learners’ self-concept and the perception of teacher’s complement and encouragement were positively correlated. G. Elder learners'''' response to the perception of teachers'''' warm concern and enthusiasm was apparently correlated to "learning environment" and "learning strategy". H. Elder learner’s self-concept was mostly able to predict “learning environment and “Learning strategy”. I. Elder learner’s self-concept was highly able to predict the perception of teacher''''s support and feedback. J. Teacher’s perception of “indirect behavior” was mostly able to predict “learning environment; teacher’s perception of “direct behavior” was mostly able to predict “learning motive” of elder learners. Based on the conclusions of this research, this research comes up with suggestions in terms of the design of program, teaching strategy, learning counseling as follow: A. Suggestions for the Educational Administration: (a) Call for legislation to guarantee the educational budget of elder learners. (b) Officially systematize elder learners'''' education. (c) Set up an organization for the purpose of the research and development of elders. (d) Undertake License System of teachers for the elder learners. (e) Integrate the resources from the institutes served for the elders. (f) Pay attention to the gap between the development of city and country. B. Suggestions for the Elder Educational Organization: (a) Enhance the teachers'''' professional knowledge for elder learners. (b) Promote the interaction among international elder learners via activities. (c) Set up elder learning counseling centers. (d) Inspire the elder learners to participate in designing programs. (e) Motivate the learners to learn. (f) Develop the atmosphere of warm, loving and caring among teachers and students.