A study of primary school children's problem behavior in classroom - emphasizing achievement and rule behavior -

本研究旨在了解国小五年级学童对学校成就与课堂规范的感受，以及他们的意识如何影响他们的课堂行为，研究的资料包括：（1）问卷调查资料：内容包括对学校规范的意识、班级气氛与班级管理、学校士气与家长态度。研究对象为千叶市5所学校19个班级的五年级学生。(2)数学课堂行为观察资料：采用时间抽样的方法，从小学五年级6个班中抽取60名不同数学水平的学生，观察他们的数学课堂行为。我们还收集了教师的谈话数据。(3)学校或教师资料：收集了19个班级的儿童的智力和成就测验成绩、学习成绩、行为评定和需要特别考虑的情况。（1）在影响数学成绩的因素分析中，数学成绩与任务中、人际互动的频率有关，与班级气氛或班级管理互动。(2)通过对规范意识结构及其相关因素的分析，区分了表扬或惩罚预期与规范认知或规范感受。男生的责任道德占主导地位，而抱负道德在性别和领域之间是复杂的。抱负道德与学校士气、亲学态度有显著相关。(3)从特殊照顾的儿童中，通过交叉表和判别分析，分离出退缩型、过度活跃型和攻击型。并以家长对学校学习及日常生活的态度，将三种类型加以区分。

This Project was aimed to clarify how fifth graders feel their school achievements and classroom norms, and also to make clear how their consciousness influence their behaviors in class.The following three kinds of data were gathered; (1) data from questionnaire: contents were the consciousness for school norm, class climate and class management, school morale and parent attitude. The subjects were fifth graders from 19 classes of 5 schools in Chiba-shi. (2) data from behavior observation in math class: We selected 60 fifth graders of different math levels from 6 classes and observed their behaviors in math class, using time sampling method. We also gathered teachers' talk data. (3) data from school or teachers : Scores of intelligence and achievement tests, school grades, behaviors' rating and necessity for special consideration were gathered for children in 19 classes.The following is main findings from this research; (1) as for the analysis of factors influencing math achievement, the achievement was related with the frequencies of ON-TASK, or BETWEEN INTERACTION, interacted with class climate or class management. (2) by analyzing of the structure of norm-consciousness and its correlated factors, anticipation of praise or punishment was discriminated from norm-recognition or norm-feeling. Duty morality was dominant for boys but aspiration morality was complex between sex with domain. And aspirational morality was correlated with school morale and pro-learning attitude. (3) from the clustering children for special consideration, withdrawal, overactive and aggressive types were separated from cross tabulation and discriminant analysis. Three types were differentiate done another with parent attitudes for school learning and daily routine.