A comparative study of school adaptation between dropout those in alternative classroom and in regular classroom

• Main Authors: Chen Wui-Lin, 陳慧琳
• Other Authors: 丁原郁
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/91581781139471832801

碩士 === 國立高雄師範大學 === 輔導與諮商研究所 === 94 === This study is based on the method of the survey and questionnaires to investigate the school adaptation of the dropouts going back to alternative classrooms and those who went back to normal classrooms. The comparison of school adaptation between the dropouts in these two kinds of classrooms is discussed in the research as well. The subjects are 111 dropouts from 24 junior high schools in Kaushiung city. Among them, 53 from nine schools are studying in alternative classrooms, and 59 from 13 schools are in normal classrooms. The survey was conducted in the second and the twentieth weeks of the school year on their overall school and learning adaptation. The following are the findings. First, there is obvious difference between the early period and later period of the dropouts in alternative classrooms on their school adaptation, classroom adaptation as well as teacher-student relationship. On the other hand, no difference is found on their behavior adaptation, peer relationship, self-acceptance, overall learning adaptation, leaning method, learning attitude, learning environment and mental adaptation. Second, there is no difference between the early period and later period of the dropouts in normal classrooms on their school adaptation, classroom adaptation, peer and teacher-student relationship, behavior adaptation, self-acceptance, overall learning adaptation, leaning method, learning attitude, and mental adaptation. However, there is obvious difference in their learning environment adaptation. Third, the dropouts in normal classrooms have better school adaptation than those in alternative classrooms in the aspects of overall school adaptation, teacher-student relationship and peer relationship. Nevertheless, the dropouts in alternative classrooms are found to have performed better than those in normal classrooms in the level of learning environment adaptation.