The Relations among Effortful Control, Teacher-Student Relationship, and Behavior Problem in Adolescence

• Main Authors: Chun-Fan Yu, 俞均凡
• Other Authors: Chih-Ling Hsieh
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/57165683631900647372

碩士 === 大葉大學 === 教育專業發展研究所 === 103 === This study was designed to investigate the relations among effortful control, teacher-student relationship and behavior problem in adolescence. The participants were 868 (429 boys and 439 girls) students among 7th to 9th grader in a junior high school located in Miaoli County. Measurements applied in this study were Early Adolescence Temperament Questionnaire-Revised (EATQ-R), Student-Teacher Relationship Scale (STRS), and Behavior problem subscales of Social Skills Improvement System-Rating Scales (SSIS-RS). The data collected from the participants were analyzed through descriptive statistics, t-test, one-way ANOVA, Pearson’s correlation, ane multiple regression. Following were the results of this study: 1. There were significant differences in gender variable among most adolesence concerning effortful control, teacher-student relationship and behavior problem. 2. There were significant differences in grade variable among partially adolesence concerning effortful control, teacher-student relationship and behavior problem. 3. There were partially significant correlations among effortful control, teacher-student relationship and behavior problem. 4. Effortful control could partially negatively predict behavior problem significantly, especially on attention control and activation control . 5. Teacher-student relationship could partially significantly predict behavior problem, especially on conflict relationship. Suggestions for the relevant personnel and future researchers were made according to the results in this study.