A Study on Classroom Climate, English Academic Help-Seeking and English Academic Achievement of Junior High SchoolStudents at San-Chung and Luzhou District in New Taipei City

• Main Authors: Shu-Chuan Liu, 劉淑娟
• Other Authors: Dr. Tzu-Chin Rejoice Chou
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/19593244590988739875

碩士 === 銘傳大學 === 教育研究所碩士在職專班 === 100 === Abstract The purpose of this study was to understand and to construct the model about cognitive classroom climate, English academic help-seeking and English academic achievement for junior high school students at San-Chung and Luzhou District in New Taipei City. To achieve the above research purpose, the Classroom Climate questionnaire was borrowed the SPPCC from Ellen W. Rowe in 2010, and the researcher modified the English academic help-seeking Questionnaire (EAHQ). Both questionnaires have verified the scale reliability, scale validity, existence of the relevant constructs, and models. Based on literatures and empirical studies, the study population consisted of the junior high school students in the 100 school year at San-Chung and Luzhou District in New Taipei City. This study obtained 1515 effective samples by stratified random sampling. The results of the study did confirm the four factors as " teacher support ", " peer support ", " academic competence ", and "satisfaction" in SPPCC and the three factors as "instrumental help-seeking", "executive help-seeking", and "avoidance of help-seeking" in the EAHQ. In addition, the statistical methods were structural equation modeling (SEM), descriptives, 1-Way MANOVA, independent t-Test and multiple regression analysis. The results shown that classroom climate and English academic help-seeking had statistically significant positive influence on English academic achievement. Moreover, the academic competence of the SPPCC and the instrumental help-seeking of the EAHQ had positive influence on English academic achievement. Another significantly implication is that a lot of junior high school students have a preference for adopting avoidance help-seeking behavior when they are help in need. Based on the results, this study suggested that teachers can enhance adaptive help-seeking by setting the classroom climate with sufficient support from teachers and qualified academic competence. There are some suggestions as teaching counseling and further study references were proposed for relevant educational administrators and teachers.