國小英語教師特質與學生學習動機之研究－以嘉義市為例

南華大學機構典藏系統 > 社會科學院 > 應用社會學系(社會工作與社會設計碩士班,教育社會學碩士班) > 博碩士論文-教育社會學碩士班 > Item 987654321/25970

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題名:	國小英語教師特質與學生學習動機之研究－以嘉義市為例
其他題名:	The Study on Elementary English Teachers' Traits and Students' Learning Motivation--A Case Study of Elementary Schools in Chiayi City
作者:	許雅卿 HSU, YA-CHING
貢獻者:	應用社會學系教育社會學碩士班劉素珍 LIU, SU-JEN
關鍵詞:	英語教師;外表吸引力;人格特質;英語學習動機 English teacher;physical attractiveness;personality traits;learning motivation
日期:	2017
上傳時間:	2017-12-11 15:11:01 (UTC+8)
摘要:	本研究旨在探討嘉義市國小高年級學童對英語教師的外表吸引力及人格特質的偏好對英語學習動機的影響。研究採問卷調查法，包含四部份：「基本資料」、「教師外表吸引力量表」、「教師人格特質量表」及「學生英語學習動機量表」。本研究以嘉義市十所國小高年級學童為研究對象，共507名學生進行問卷調查。以敘述性統計、T考驗、卡方考驗、皮爾森相關、多元迴歸分析等統計方式，將所蒐集的資料加以分析討論以得到研究結論，歸納如下：一、女性、年輕、整潔樸素的英語教師對學生有較高外表吸引力。二、和善性之英語教師對學生有較高的吸引力。三、教師人格特質的「外向性」及學生學習動機中「期望價值」相關。四、英語學習動機多元程度不同的學生，其偏好的教師性別、年紀、面貌、裝扮有顯著的差異。五、東、西區學生對教師人格特質的偏好及英語學習動機並無顯著差異。六、教師人格特質偏好與學生英語學習動機大部分呈現正相關。七、教師人格特質偏好對學生英語學習動機解釋力低，影響有限。　　本研究依據上述之研究結論歸納整理並提出建議，以供教育機關或有志於英語教育研究的同仁作為參考，以便繼續深入研究。　　The main purpose of this study is to investigate the impact of elementary English teachers' physical attractiveness and personality traits on students' English learning motivation. The approach of questionnaire survey is adopted in this study, and the questionnaire contains four parts: background questionnaire, teachers' physical attractiveness scale, teachers' personality traits scale and students' English learning motivation scale. 507 participants in the fifth and sixth grades of ten elementary schools in Chiayi city completed the questionnaire. The data collected were analyzed by statistical methods such as descriptive statistics, t-tests, Chi-square test, Pearson's Product-Moment Correlation and multiple regression. The major findings of the research are as follows: 1. Female, young, and simply dressed English teachers are more attractive to students. 2. Agreeable English teachers are more attractive to students. 3. Teachers' extraversion and students' expectancy are correlated. 4. Students at different English motivation levels have difference in the preferences for teachers' gender, age, feature, and grooming. 5. Students from eastern and western regions of Chiayi city do not have significant difference in the preference of teachers' personality traits and students' English learning motivation. 6. Most teachers' personality traits and students' English learning motivation present a lower positive correlated relationship. 7. Teachers' personality traits could slightly interpret students' English learning motivation. The impact of elementary English teachers' personality traits on students' English learning motivation is limited.　　Based on the results above, suggestions are proposed to elementary schools, English teachers, educational authorities, and further study.
顯示於類別:	[應用社會學系(社會工作與社會設計碩士班,教育社會學碩士班)] 博碩士論文-教育社會學碩士班

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