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題名：班級族群組成與學生心理幸福
書刊名：教育研究與發展期刊
作者：林俊瑩 引用關係／陳成宏 引用關係／黃章健
作者(外文)：Lin, Chunn-ying／Chen, Cheng-hung／Ng, Cheang Kiang
出版日期：2014
卷期：10:2
頁次：頁61-86
主題關鍵詞：心理幸福；中學生；族群組成；階層線性模式；Well-being；Junior high school students；Classroom ethnic composition；Hierarchical linear modeling；HLM
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(7) 博士論文(1) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:6
  • 共同引用共同引用:188
  • 點閱點閱:45
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。
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.
期刊論文
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3.何華欽、趙善如(20101200)。單親家庭家長心理幸福感模型之研究：以屏東縣原住民與非原住民為例。臺大社會工作學刊，22，1-52。new window  延伸查詢new window
4.張坤鄉、王文華(20100900)。臺灣原住民與漢族學生知覺教師教學行為、學生自我概念及制握信念關係之比較研究。學校行政，69，256-275。  延伸查詢new window
5.Barker, C.、Martin, B.(2009)。Dilemmas in teaching happiness。Journal of University Teaching & Learning Practice，6(2)，1-14。  new window
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9.Mellor, D.、Stokes, M.、Firth, L.、Hayashi, Y.、Cummins, R.(2008)。Need for belonging, relationship satisfaction, loneliness, and life satisfaction。Personality and Individual Differences，45(3)，213-218。  new window
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11.Nesdale, D.、Maass, A.、Durkin, K.、Griffiths, J.(2005)。Group norms, threat, and children's racial prejudice。Child Development，76(3)，652-663。  new window
12.Rude, J.、Herda, D.(2010)。Best friends forever? Race and the stability of adolescent friendships。Social Forces，89(2)，585-607。  new window
13.Smith, R.(2008)。The long slide to happiness。Journal of Philosophy of Education，42(3/4)，559-573。  new window
14.Soutter, A.、Gilmore, A.、O'Steen, B.(2011)。How do high school youths' educational experiences relate to well-being? Towards a trans-disciplinary conceptualization。Journal of Happiness Studies，12(4)，591-631。  new window
15.Stanton-Salazar, R. D.(1997)。A social capital framework for understanding the socialization of racial minority children and youths。Harvard Educational Review，67(1)，1-40。  new window
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18.Verkuyten, Maykel、Hagendoorn, Louk、Masson, Kees(1996)。The ethnic hierarchy among majority and minority youth in the Netherlands。Journal of Applied Social Psychology，26(12)，1104-1118。  new window
19.Walsemann, K. M.、Bell, B. A.、Maitra, D.(2011)。The intersection of school racial composition and student race/ethnicity on adolescent depressive and somatic symptoms。Social Science & Medicine，72(11)，1873-1883。  new window
20.Weiher, G. R.(2000)。Minority student achievement: Passive representation and social context in schools。Journal of Politics，62(3)，886-895。  new window
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22.Goldsmith, P. A.(2004)。Schools' racial mix, students' optimism, and the Black-White and Latino-White achievement gaps。Sociology of Education，77(2)，121-147。  new window
23.Hanushek, E. A.、Raymond, M. E.(2005)。Does school accountability lead to improved student performance。Journal of Policy Analysis and Management，24(2)，297-327。  new window
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27.鍾佩娟、歐嬌慧、葉川榮(20080300)。原住民地區教師的教育實踐：以雲海國小為例。中等教育，59(1)，8-21。new window  延伸查詢new window
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31.吳明隆、林慶信(20041200)。原漢學童學習行為與學業成就之族群、性格因素的比較研究。高雄師大學報．教育與社會科學類，17，37-55。new window  延伸查詢new window
32.Brewer, Marilynn B.(1999)。The Psychology of Prejudice: Ingroup Love or Outgroup Hate?。Journal of Social Issues，55(3)，429-444。  new window
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34.賴威岑(20050600)。臺灣地區中小學教師心理幸福特質之探討：與其他職業的比較。臺灣教育社會學研究，5(1)，159-195。new window  延伸查詢new window
35.Umberson, D.、Chen, M. D.、House, J. S.、Hopkins, K.、Slaten, E.(19961000)。The effect of social relationships on psychological well-being: are men and women really so different?。American Sociological Review，61(5)，837-857。  new window
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38.陸洛(19980100)。中國人幸福感之內涵、測量及相關因素探討。國家科學委員會研究彙刊. 人文及社會科學，8(1)，115-137。  延伸查詢new window
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研究報告
1.黃毅志、侯松茂、巫有鎰、張維安(2005)。臺東縣教育長期資料庫之建立：國中小學生學習狀況與心理健康追蹤調查。臺東：國立臺東大學教育學系。  延伸查詢new window
學位論文
1.孫家秀(1998)。學校情境中的原住民族群意象--台東融合國中師生關係面向的探討(碩士論文)。國立台東師範學院，臺東。  延伸查詢new window
圖書
1.Ben-Shahar, T.(2007)。Happier: Learn the secrets to daily joy and lasting fulfillment。McGraw-Hill。  new window
2.Gallard Martinez, A. J.(2009)。Dignifying the educational process through conscientizacao。Cultural Studies of Science Education。  new window
3.Carr, A.(2004)。Positive psychology: The science of happiness and human strengths。London, UK：Routledge。  new window
4.Foster, M.(1997)。Black teachers on teaching。New Press。  new window
5.江雪齡(2008)。正向心理學--生活、工作和教學的實用。心理。  延伸查詢new window
6.林南(2001)。Social Capital: A Theory of Social Structure and Action。Cambridge University Press。  new window
圖書論文
1.黃毅志(2002)。社會階層、社會網絡與心理幸福。社會階層、社會網絡與主觀意識：台灣地區不公平的社會階層體系之延續。臺北：巨流。  延伸查詢new window
2.Ferguson, R. F.(1998)。Teachers' perceptions and expectations and the black-white test score gap。The Black-White Test Gap。Washington, DC：Brookings Institution。  new window
 
 
 
 
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