| Summary: | 碩士 === 國立彰化師範大學 === 教育研究所 === 96 === The main purpose of this study was to compare the classroom climate and well-being between the gifted and the general students in junior high school in four counties of Taiwan center area. First, this study examined the effects of different background variables on the main variables. Moreover, this study analyzed the relationship of classroom climate and well-being. Furthermore, we wanted to find out if classroom climate is the predictable variable to well-being.
A total of 1,122 junior high school students, including 798 general students and 324 gifted students, responded to a set of instruments including the Classroom Climate Scales and Welling-being Scales. The descriptive statistics, Kendall coefficient of concordance, t-test, one-way ANOVA, Pearson’s product-moment correlation, and stepwise regression analysis were used to analyze the data.
The findings of the study were summarized as follows:
1. The classroom climate and well-being of the gifted and the general students in junior high school presented upper degree generally.
2. There were existed significant differences within gender and grade level of the general student in junior high schools’ classroom climate aspects.
3. There were existed significant differences in classroom climate in grade level of the gifted student in junior high school, but there were no significant differences in gender.
4. There were existed significant differences in classroom climate within the gifted and the general students in junior high school.
5. There were existed significant differences in well-being in gender of the general student in junior high school, but there were no significant differences in grade level.
6. There were existed significant differences within gender and grade level of the gifted student in junior high schools’ well being aspects.
7. There were existed significant differences in well-being within the gifted and the general students in junior high school.
8. There were both positive correlations between the classroom climate and well-being within the gifted and the general students in junior high school.
9. In junior high school, both the gifted and the general students’ classroom climate affirmatively predicted well-being.
Finally, some suggestions for teaching, counseling, and future research were proposed according to the results.
|
|---|
