The relationships among Senior High School and vocational high schools second-grade Students’Perceived Teacher Expectation, Academic Attribution, Self-efficacy on the school work and Achievement

• Main Authors: Zi-Yin Pan, 潘姿吟
• Other Authors: KUN-CHUNG Li
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/29332708199285328874

碩士 === 國立成功大學 === 教育研究所 === 96 === The purposes of this study were (1) to compare the different situation of the different gender students’ perceptions of teacher expectations, (2) to compare the different situation of the different gender students’ academic attribution, (3) to compare the different situation of the different gender students’ self-efficacy of the school work, (4) to compare the different situation on the academic attribution, self-efficacy on the school work and academic achievement to conscious different perceptions of teacher expectations, (5) to understand the relationship between students’ academic attribution and self-efficacy of the school work, and (6) to understand the relationships between students’ academic attribution, self-efficacy of the school work, and academic achievement. The study used the questionnaire to investigate, the participants were 521 the senior high school and the vocational high schools second-grade students in Tainan city. The data were analyzed by descriptive statistic, Pearson’s product-moment correlation, and t-test. The results were as follows: (1)Male students have higher perceptions of teacher than female students on affective favour. (2)Male students were easier to do extrinsic academic attribution than female students on academic achievement. (3)Female students have higher self-efficacy of the school work than male students on finishing homework and situation of physiology. (4)The different perceptions of teacher expectation facet, students of high perceptions of teacher expectation have intrinsic academic attribution, higher self-efficacy of the school work , and higher academic achievement than students of low perceptions of teacher expectation. (5)The relationship between the academic attribution and self-efficacy on the school work facet, there was negative relationship between extrinsic academic attribution and effort-insistency, homework-finishing, enjoying studying, reaching the target, and situation of physiology. There was positive relationship between intrinsic academic attribution and effort-insistency, language-usage to persuade, homework-finishing, enjoying studying, and reaching the target. (6) The relationship between the academic attribution and academic achievement facet, there was positive relationship between intrinsic academic attribution and academic achievement. (7) The relationship between self-efficacy on the school work and academic achievement facet, there was positive relationship between academic achievement and effort-insistency, language-usage to persuade, homework-finishing, enjoying studying, reaching the target, and situation of physiology. The relationship between effort-insistency and academic achievement was the highest. Suggestions for family education, teaching, guidance and further studies were proposed base on this study findings.