Junior High School Students’ Personality Types, Classroom Goal Structures and Learning Adjustment

• Main Authors: Shih-Xin Zheng, 鄭仕鑫
• Other Authors: Chih-Hung Wang
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/61705426248837161820

碩士 === 國立彰化師範大學 === 教育研究所 === 99 === The study explored the relationship among MBTI, classroom goal structures, and learning adjustment of junior high school students from seventh to ninth grade in central Taiwan. MBTI Personality Types Scale, Classroom Goal Structures Scale, and Learning Adjustment Scale were employed in the study. The results are as follows: (1)The participants scored the highest on the Perceiving type of MBTI, the lowest on the Judging type. (2)The participants scored the highest on the Mastery-Approach Classroom Goal Structure of Classroom Goal Structures, the lowest on Performance-Avoidance Classroom Goal Structure. (3)The participants’ learning adjustment was above the average. (4)The middle, higher socioeconomic background students scored higher than the lower socioeconomic background students on Introversion Type of MBTI. (5)The girls, seventh, and eighth graders scored higher than the boys and ninth graders on the Judgment type of MBTI. (6)Interaction effects were found between genders and socioeconomic backgrounds on Mastery-Approach Classroom Goal Structure indicating that lower socioeconomic background girls scored higher than boys. The lower socioeconomic backgrounds girls scored higher than the middle, higher socioeconomic backgrounds girls on Mastery-Approach Classroom Goal Structure. (7)Eighth graders scored higher than ninth graders on Mastery-Avoidance Classroom Goal Structure. (8)Boys scored higher than girls on Performance -Approach Classroom Goal Structure. Eighth graders, ninth graders scored higher than seventh graders on Performance -Approach Classroom Goal Structure. Participants from lower socioeconomic background scored higher than those from middle, high socioeconomic background on Performance - Avoidance Classroom Goal Structure. (9)Junior high school girls scored higher than boys in learning adjustment. Seventh, eighth graders scored higher than ninth graders. The higher socioeconomic background students scored higher than the middle, lower socioeconomic background students in learning adjustment. (10)The Extroversion, Introversion, and Judgment of Personality Types positively predicted learning adjustment while the Perception Type negatively predicted learning adjustment. Mastery-Approach Classroom Goal Structure and Mastery-Avoidance Classroom Goal Structure positively predicted learning adjustment.