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

小学生课堂问题行为研究——强调成绩和规则行为——

基本信息

批准号：
63510045
负责人：
AKOH Hiroshi
金额：
$ 1.02万
依托单位：
Chiba University
依托单位国家：
日本
项目类别：
Grant-in-Aid for General Scientific Research (C)
财政年份：
1988
资助国家：
日本
起止时间：
1988 至 1989
项目状态：
已结题

项目摘要

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.

该项目旨在阐明五年级学生对他们的学习成绩和课堂规范的感受，并明确他们的意识如何影响他们的课堂行为。收集了以下三种数据；(1)问卷数据：内容为校规意识、班级风气与班级管理意识、校风意识、家长态度意识。研究对象为千叶市5所学校19个班级的五年级学生。(2)数学课堂行为观察数据：选取6个班级60名不同数学水平的五年级学生，采用时间抽样的方法，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)来自学校或教师的数据：收集了19个班级的儿童的智力和成就测试分数、学校成绩、行为评级和特殊考虑的必要性。以下是本研究的主要发现：(1)在影响数学成绩的因素分析中，学生数学成绩与ON-TASK、BETWEEN INTERACTION、班级气氛、班级管理的互动频率有关。(2)通过对规范意识结构及其相关因素的分析，将表扬或惩罚预期与规范认知或规范感受区分开来。义务道德在男孩中占主导地位，而欲望道德在性与领域之间是复杂的。理想道德与校风、学习态度相关。(3)从特殊考虑的聚类儿童中，通过交叉表列和判别分析分离出退缩型、过度活跃型和攻击型。这三种类型分别与家长对学校学习和日常生活的态度有关。