| Summary: | 碩士 === 國立彰化師範大學 === 教育研究所 === 108 === The purpose of this study was to investigate the relationships among economically disadvantaged students’ interpersonal interaction, emotional disturbance and learning engagement of junior high school students in Taiwan. This study utilized Secondary Data Analysis as the research method. The participants were 697 economically disadvantaged students from the Taiwan Database of Children and Youth in Poverty. Descriptive statistics, independent sample t-test, Pearson’s product-moment correlation, multiple regression analysis were applied to analyze the data. The major findings of this study were summarized as follows: first, economically disadvantaged students perceived a moderate to high level of interpersonal interaction, a low level of emotional disturbance, and an approaching moderate level of learning engagement. Second, girls perceived higher peer interaction, emotional disturbance and learning engagement than boys. Third, there was no significant difference in economically disadvantaged students’ interpersonal interaction, family interaction, teacher interaction in gender. Forth, there was a significantly negative correlation between economically disadvantaged students’ interpersonal interaction and emotional disturbance, and a significantly positive correlation between interpersonal interaction and learning engagement. Fifth, the interpersonal interaction can negatively predict emotional disturbance, and the interpersonal interaction can positively predict learning engagement. Sixth, economically disadvantaged students’ interpersonal interaction and emotional disturbance can significantly predict learning engagement. Based on the results of this study, some suggestions for economically disadvantaged students, educational administrators, teachers in junior high school were proposed and recommendations for further studies were offered.
|
|---|
