A Study on the Relationship among Personality, Coping Strategies for Learning Stress and Learning Satisfaction regarding 5-6th Graders

• Main Authors: Yen-chen Chen, 陳燕珍
• Other Authors: Chun-ting Chen
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/40701456584779470650

碩士 === 世新大學 === 資訊傳播學研究所(含碩專班) === 101 === Learning is the target for students going to school, so that students satisfied with learning or not is an important thing. Moreover, the factors influencing students' satisfaction are worthy to explore. This thesis is based on research of "Personality Questionnaire", "Coping Strategies for Learning Stress Questionnaire" and "Learning Satisfaction Questionnaire", focuses on census of 5-6th graders in one of elementary school located in New Taipei City, probes into the relationship among "Personality","Coping Strategies for Learning Stress" and "Learning Satisfaction". This thesis observes that personality on coping strategies for learning stress have significant predictive power, while also coping strategies for learning stress on learning satisfaction. Students with positive personality more normally take positive coping strategies for learning stress, and they have higher learning satisfaction. Results also demonstrate that different background variables influence 5-6th graders on personality, coping strategies for learning stress and learning satisfaction. In the aspect of family, the students living with parents comparably own positive personality, tending to take positive coping strategies for learning stress, their learning satisfaction is relatively higher. Single parent family students living with mother take positive coping strategies for learning stress more frequently than that living with father. In the aspect of gender, boy students and girl students own different personality. Frequency of girls taking positive coping strategies for learning stress is higher than boys. In the aspect of grade, more sixth graders than fifth graders tend to adopt negative coping strategies for learning stress, relative learning satisfaction is worse.