班級族群組成與學生心理幸福

Classroom Ethnic Composition and Students’ Well-Being

林俊瑩;陳成宏;黃章健
Chunn-Ying Lin;Cheng-Hung Chen;Cheang Kiang Ng

Doi：10.3966/181665042014061002003


所屬期刊： 第10卷第2期 「課程與教學」
主編：國立臺灣師範大學科技應用與人力資源發展學系教授
李隆盛
系統編號： vol037_03
主題： 課程與教學
出版年份： 2014
作者： 林俊瑩;陳成宏;黃章健
作者(英文)： Chunn-Ying Lin;Cheng-Hung Chen;Cheang Kiang Ng
論文名稱： 班級族群組成與學生心理幸福
論文名稱(英文)： Classroom Ethnic Composition and Students’ Well-Being
共同作者：
最高學歷：
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系所名稱：
語文別：
論文頁數： 26
中文關鍵字： 心理幸福;中學生;族群組成;階層線性模式
英文關鍵字： well-being;junior high school students;classroom ethnic composition;hierarchical linear modeling (HLM)
服務單位： 國立東華大學幼兒教育學系副教授;國立東華大學教育行政與管理學系副教授;國立東華大學諮商與臨床心理學系研究生
稿件字數： 17571
作者專長： 教育經營與管理、教育政策議題分析、、教育社會學 、學校組織行為
投稿日期： 2013/4/9
論文下載： pdf檔案icon
摘要(中文)： 在臺灣地區，原住民學生與同部落的學生一起受教時，心理會比較幸福？還是與漢人融合在同一教室學習時，心理比較幸福？受教於漢人教師，心理比較幸福？還是由原住民教師教，心理比較幸福？這些問題的回答，不但有學術理論的價值，更可做為未來教育決策與學生輔導的重要參考。因此，本研究以2005年臺東地區的國中學生調查資料，並且運用階層線性模式來分析原漢師生族群配對、班級原住民學生比例是否對學生心理幸福有所影響。分析結果發現：師生族群配對情形對學生心理幸福都沒有顯著影響；不過，班級原住民學生比例越高，對學生的成就感這個心理幸福指標則有顯著的正面影響，即班級原住民學生比例越高，學生成就感也就越高。進一步的分析更發現：班級原住民學生比例越高，對漢人學生之成就感沒有顯著影響，卻有利於原住民學生的成就感之提升。
摘要(英文)： In Taiwan, do aboriginal students experience more well-being when studying in a class composed of entirely students of the same ethnicity or in an integrated class? Do they experience more well-being when instructed by aboriginal teachers or non-aboriginal teachers? Answers to these important issues are academically valuable and can be of important reference for future educational decisions and student guidance, but they are rarely explored in domestic studies. In this study a survey was conducted on junior high school students in Taitung in 2005. Hierarchical linear modeling (HLM) was adopted to test the impact of different ethnic compositions on students’ well-being. Results show that students’ well-being was not significantly affected by class of ethnic mix of teachers and students, but high ratios of aboriginal students in a class are more advantageous to students’ sense of achievement in that class. Further analysis indicates that high ratio of aboriginal students in a class is not significantly influential to non-aboriginal students’ sense of achievement but advantageous to the well-being of aboriginal students in the class.
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