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Title: | 新北市慈輝班學生師生關係、同儕關係與自我效能之紮根研究 A Grounded Theory Study on Teacher-Student Relationships, Peer Relationships and Self-Efficacy in the Tsehuei Class of New Taipei City |
Authors: | 朱品蓁 Chu, Pin-Chen |
Contributors: | 莊俊儒 Ching, Gregory Siy 朱品蓁 Chu, Pin-Chen |
Keywords: | 慈輝班 師生關係 同儕關係 自我效能 Tsehuei Class Teacher-Student Relationships Peer Relationships Self-Efficacy |
Date: | 2024 |
Issue Date: | 2025-01-02 11:48:37 (UTC+8) |
Abstract: | 本研究以紮根理論為基礎,深入探討新北市慈輝班學生的師生關係、自我效能與同儕關係,並從學生的生活經驗出發,理解這些關鍵因素如何形塑慈輝班學生的學習適應與人際發展。 本研究以紮根理論為基礎,以立意取樣方式抽取4位慈輝班學生進行訪談,並依據訪談資料進行開放編碼、主軸編碼和選擇性編碼,最終歸納核心主題。 研究顯示,慈輝班的師生關係為「高影響高接近型」,教師以持續的情感支持與個別指導,提升學生的自我效能與學業表現,並協助學生人際發展。研究發現,教師的關懷與正向互動能顯著提升學生的自我效能,幫助他們建立穩定的學習動機與信心。另一方面,慈輝班的同儕關係呈現「相互依賴」特質,是一個逐漸建立與深化的歷程,在學生情緒支持、信任建立與行為調適方面發揮關鍵作用。透過學校的住宿管理及多元團體活動,學生逐漸學會適應集體生活,改善其因家庭背景所帶來的社交困境,進而形成更正向的人際互動模式。此外,在自我效能層面,研究發現,師生關係與同儕關係的相互作用,能共同促進學生的學習動機與適應能力,影響學生的學業、自我調節與社會自我效能。 研究強調,慈輝班的教育意涵,在於創造支持性的學習場域,讓學生能夠穩定成長,以促進學生的全人發展。本研究期望為中介教育的實務工作提供參考,協助慈輝班教師與教育人員,在支持高風險學生時,更注重情感連結與關係建構的多元策略。 This study, grounded in grounded theory, delves into the teacher-student relationships, self-efficacy, and peer relationships of students in the Tsehuei Class in New Taipei City. By exploring students' lived experiences, the study seeks to understand how these key factors shape their learning adaptation and interpersonal development. Using purposive sampling, the study selected four Tsehuei Class students for in-depth interviews. Data collected from the interviews underwent open coding, axial coding, and selective coding, ultimately identifying core themes. The findings indicate that teacher-student relationships in the Tsehuei Class exhibit a "high-impact, high-proximity" dynamic. Teachers provide continuous emotional support and individualized guidance, significantly enhancing students' self-efficacy and academic performance while fostering their interpersonal development. The study reveals that teachers' care and positive interactions significantly boost students' self-efficacy, helping them build stable learning motivation and confidence. On the other hand, peer relationships in the Tsehuei Class demonstrate a characteristic of "mutual dependence," evolving through a gradual process of establishment and deepening. These relationships play a pivotal role in emotional support, trust-building, and behavioral adjustment. Through residential management and diverse group activities, students gradually learn to adapt to collective living, addressing social challenges stemming from their family backgrounds and developing more positive interpersonal interaction patterns. Additionally, in terms of self-efficacy, the study finds that the interplay between teacher-student relationships and peer relationships jointly promotes students' learning motivation and adaptability, influencing their academic, self-regulatory, and social self-efficacy. The study emphasizes the educational significance of the Tsehuei Class in creating a supportive learning environment where students can grow steadily and achieve holistic development. It aims to provide practical insights for intermediary education, encouraging Tsehuei Class teachers and educational practitioners to focus on emotional connections and multi-faceted strategies for relationship building to better support high-risk students. |
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Description: | 碩士 國立政治大學 學校行政碩士在職專班 110911024 |
Source URI: | http://thesis.lib.nccu.edu.tw/record/#G0110911024 |
Data Type: | thesis |
Appears in Collections: | [學校行政碩士在職專班] 學位論文
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