The correlation research among elementary teachers’ attitude to fortune-telling, their control belief, and their discipline belief

• Main Authors: Wang hui -wen, 王蕙雯
• Other Authors: 黃漢光
• Format: Others
• Language: zh-TW
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/76146484175107298028

碩士 === 國立花蓮師範學院 === 社會科教學碩士班 === 90 === The correlation research among elementary teachers’ attitude to fortune-telling, their control belief, and their discipline belief Abstract This research aims to explore the correlation between elementary teachers’ attitude to fortune-telling behavior and their discipline belief, and to analyze the influence of personal background variables for the attitude to fortune-telling behavior, the control belief, and the discipline belief. With the methods of literature analyses, questionnaire investigation and interview, this research gathers 431 valid samples and interviews 7 people. The questionnaire investigation uses three scales, which are the fortune-telling attitude scale and the control belief scale by Shu-Jin Hwan as well as the discipline belief scale by Ji-fun Hwan. The interview is semi-structural and in accordance with the questionnaire investigation result. Here are the main findings of the research result: 1. The whole attitude of elementary teachers’ inclines not to believe in fortune telling. Among the different variables to fortune-telling attitude, the significant variables are sex, religious upbringing and personal experience of fortune-telling variables；the other variables are insignificant. 2. The whole control belidf of elementary teachers’ inclines to inner-control belief. The variables of fortune-telling attitude and control belief show positive correlation, which shows the outer control attitude the teachers have, the more easily they take in the fortune-telling behavior. 3. The whole discipline belief of elementary teachers’ inclines to humane approach. The variable of native place is significant on discipline belief humane approach；the other variables don’t show the significant differences. 4. Among the styles of the whole elementary teachers’ discipline belief, the most styles are isolated ones, and the fewest are authoritative ones. The background variables don’t show significant differences on the types of discipline belief. 5. Elementary teachers with different control believes have significant differences on discipline belief. The result shows that those with inner-control belief inclines more to human approach belief than those with outer-control belief. 6. Elementary teachers’ fortune-telling attitudes and control believes have significant differences on discipline belief styles. The results shows that the discipline style of the lower grade group of fortune-telling attitude and the inner-control belief group inclines to integrated style； and the discipline style of the higher grade group of fortune-telling attitude and the outer-control belief group inclines to isolated style. 7. The human approach and behavior approach of discipline belief show significant positive correlation. The result shows that the more human approach the elementary teacher’s discipline belief is, the more behavior approach it is. 8. The human approach variables between fortune-telling attitude, control belief, and behavior approach show significant negative correlation.The result shows that the more the teachers believe in fortune telling and the more outer control belief the teachers have, the lower humane approach they will have. 9. The main reason teachers search for fortune-telling is that they get into some serious problem they cannto solve in life. All those teachers who believe in fortane telling have experienced fortuneteller’s precise fortune-telling. Key words：fortune-telling attitude, control belief, discipline belief, elementary teacher