A Study on the Relationship among Teacher-Student Relationship, Learning Attitude and Well-Being of Elementary School Students

• Main Authors: Lin Chien Yu, 林倩瑜
• Other Authors: 古明峰
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/83767913259407116713

碩士 === 國立新竹教育大學 === 人資處輔導教學碩士班 === 96 === The purpose of this study was to explore the relationship among teacher-student relationship, learning attitude and well-being of elementary school students. The method adopted was survey research. The subjects of this study were 1037 fourth and sixth graders from 18 elementary schools located in Taichung county. The instruments included teacher-student relationship scale, well-being scale and questionnaire of learning attitude. Data collected were analyzed by statistical methods including descriptive statistics, one-way MANOVA, Pearson product-moment correlation, canonical correlation and stepwise multiple regression analysis. The findings of this study were summarized as follows: 1. The teacher-student relationship of elementary school students was moderate. Students got highest scores in "manner performance" among the section of teacher-student relationship. 2. The learning attitude of elementary school students tended to be positive. Students got highest scores in "study confidence" among the section of learning attitude. 3. The well-being of elementary school students was above average. Students got highest scores in "positive emotion" among the section of well-being. 4. Female students with good academic performance had better teacher-student relationship. 5. Female students with good academic performance and complete family structure had learning attitude more positive. 6. Female students with good academic performance and complete family structure had better well-being. 7. There was a canonical correlation between teacher-student relationship and learning attitude of elementary school students. The better teacher-student relationship students have, the more positive learning attitude students perform. 8. There was a canonical correlation between teacher-student relationship and well-being of elementary school students. The better teacher-student relationship students have, the more well-being students perceive. 9. There was a canonical correlation between well-being and learning attitude of elementary school students. The more well-being students perceive, the more positive learning attitude students perform. 10. The teacher-student relationship of elementary school students could effectively predict learning attitude；"behavior support" was the best predictor. 11. The teacher-student relationship of elementary school students could effectively predict well-being ；"behavior support" was the best predictor. Finally, according to the conclusions and discussions, this study gave practical suggestions to teachers, educational administrations and further researchers.