不同學習背景學童在貧窮文化、學習動機、社會關懷及自我概念之實徵研究

A Study of the Relationship among Poverty Culture, Learning Motivation, Social Care, and Self-Concept of Students with Different Learning Backgrounds

本研究目的關注不同學習背景的學童在貧窮文化、學習動機、社會關懷及自 我概念的差異情形及其相關預測效果。採用調查研究法，收集資料包括貧窮文化、 自我概念、學習動機以及社會關懷。研究對象為屏東地區國小四年級一般學童共 247位，含學習弱勢學童51位。統計方法採獨立樣本t考驗、Pearson積差相關 以及逐步迴歸分析。研究結果得知：第一，不同學習背景的差異確實存在，基於 學習弱勢學童在貧窮文化高於一般學童；其自我概念低於一般學童，不過兩者都 具有相同的學習動機與社會關懷。其次，就全部學童而言，「貧窮文化」是負向 因子，而學習弱勢學童的「貧窮文化」則僅與趨向表現目標動機呈現正相關；兩 組受試在學習動機、自我概念與社會關懷等層面，大都具有正相關。第三，預測 結果顯示，全部學童在社會關懷之「助人信念」與「關懷」、學習動機之「自我 效能」與「貧窮文化」，對「整體自我概念」具33°%預測力，以助人信念26°%最 高。其中，貧窮文化對「整體、家庭與情緒等自我概念」則是負向加權。另外， 學習弱勢學童部分，僅助人信念對「整體的自我概念、家庭概念、學校概念」以 及「外觀概念」具有20%， 16%， 22%， 9%的預測力；關懷信念則對「身體概念」 和「情緒概念」有8%， 28%的預測力。最後，依據研究結果提出建議，作為師 長在教學與心理輔導之參考，亦針對未來研究提出建議。

This study aimed to explore the relationship among poverty culture， learning motivation， social care， and self-concept of students with different learning backgrounds. All data were collected from 247 general fourth-grade elementary school students， including 51 disadvantaged in Pingtung area. Independent samples t-test， Pearson product-moment correlation， and stepwise regression analysis were employed to analyze all data. The findings are: firstly， there was a significant difference between two groups of children's learning backgrounds. Based on the level of disadvantaged school children's poverty culture was higher than that of general children's. The level of disadvantaged school children's self-concept was lower than that of general children's. Additionally， both groups of school children had the same level of learning motivation and social care. Secondly， the general children's poverty culture was a negative weighting factor to learning trait according to the results of the correlation analysis. For the disadvantaged school children， there is a significant positive correlation between “poverty culture” and “performance goal orientation”. Meanwhile， both groups of school children also had a significant positive correlation among the variables of learning motivation， self-concept and social care. Thirdly， among all of the school children， helping belief and social care， self-efficiency in learning motivation， and poverty culture could explain 33% of the variance in self-concept with helping beliefs explaining 26%. Furthermore， poverty culture had negative effect on total self-concept， family concept， and emotion concept. In addition， among disadvantaged school children， helping beliefs could explain the variance in total self-concept， family concept， school concept， and appearance concept (20%， 16%， 22%， and 9% respectively.) Among disadvantaged school children， care beliefs could explain the variance in body-concept and emotion concept (8% and 28% respectively.). Finally， recommendations are provided to teachers5 teaching practicum and guidance as well as future research.