| Summary: | 碩士 === 國立屏東師範學院 === 國民教育研究所 === 91 === The purpose of this research was to investigate the relationship between behavior trouble of elementary school students, help they turn to, and response strategies. This research also investigated differences in behavior trouble of the students, help they turn to, and response strategies by examining background variables (gender, grade, family, order of birth, family discipline, and teacher’s leadership).
This research adopted a method of questionnaire survey and targeted fourth and sixth graders in public elementary schools in Kaohsiung City as the subjects. A sample of 795 was selected through stratified random sampling, and 701 valid questionnaires were collected. The survey tool was the “Questionnaire on Behavior Trouble of Elementary School Students, Help They Turn to, and Response Strategies,” which the author had written. Such statistical techniques as descriptive statistics, t-test, Pearson product-moment correlation, analysis of variance, chi-square, and multiple regression were used to analyzed the data. Conclusion that contains the following points was attained:
1. Elementary school students are most troubled by “schoolwork” among many problems troubling them.
2. Family discipline has a significant impact on behavior trouble of elementary school students; a democratic style is likely to help alleviate their behavior trouble.
3. Teacher’s leadership makes significant difference on behavior trouble of elementary school students; a democratic style is likely to help alleviate their behavior trouble.
4. When a student experiences behavior trouble, he/she first turns to parents for help.
5. Students of elementary school usually “face it aggressively” as a major response strategy when they experience behavior trouble.
6. Growing under democratic family discipline, children are more likely to adopt strategies that are initiative, aggressive, while those growing under laissez-faire style are more likely to adopt restraining, passive strategies.
7. Students are more likely to adopt strategies that are initiative, aggressive when teacher’s leadership is democratic. On the contrary, strict leadership may cause students to adopt restraining, passive strategies. They may also hurt themselves sometimes.
Based on the conclusion, the research has proposed the suggestions that follow:
I. Family Education
(I) Give affection for children to improve parent-child relations.
(II) Give support to children in facing problems that trouble them.
II. School Education
(I) On the part of teacher:
1. Keep communication open between teacher and parents.
2. Take the role of counselor.
3. Strengthen students’ self-assurance.
4. Establish trust between teacher and students.
(II) On the part of school administration
1. Organize events so as to stimulate students’ participation and develop their potential.
2. Implement the policy that integrates teaching, disciplining, and counseling.
III. Social Education
(I) Media report positive, inspiring news.
(II) Implement education reforms to alleviate trouble associated with learning.
IV. Future Research
(I) Increase the subjects of research.
(II) Increase variables of research.
(III) Adopt qualitative research methods.
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