英文摘要 |
Because of the emphasis of human right and the prohibition of physical punishment on campus, the project of positive discipline developed by the Minister of Education was promoted since 2007, hoping teachers can use positive discipline on campus in order to enhance healthy development for students. Based on these, how does the implementation of positive discipline in the classroom especially from students' point of view, and dose positive discipline enhance students' self-esteem? Therefore, this study focused on junior high school students' perception of teachers' positive discipline and their self-esteem, the correlation between teachers' positive discipline and students' self-esteem, and the influence of background factors and teachers' positive discipline on students' selfesteem. Students from junior high schools in Taipei City were surveyed by quota sampling, a total of 577 valid questionnaires were obtained. Research instruments include teacher's positive discipline scale, self-esteem scale, and background questionnaire. Data were analyzed by descriptive statistics, one sample t-test, repeated measured ANOVA, Pearson product-moment correlation, and stepwise multiple regression. Results show that from students' point of view, teacher's positive discipline on campus, and students' self-esteem is also above average. There is moderate significantly positive correlation between teachers' positive discipline and students' self-esteem. ''Encouragement and reinforcement'' is the best predictor of self-esteem followed by family socioeconomic status, small school size, typical family and students' grade. The above five variables account for 22% of variance in students' self-esteem of junior high school students. Based on the findings of this study, schools are recommended to promote positive discipline on campus; particularly, teachers are suggested to use encouragement and reinforcement when interacting with students, in order to enhance students' self-esteem. |