大學師生需求的衝突及其對師生關係與學習行為的影響

本研究旨在探討影響大學師生需求衝突的學生因素，並進而探析師生需求衝突的程度不同時，是否會影響師生關係的良窳？其對學習行為的影響又是如何？ 本研究以國立高雄師範學院四個學系二年級學生為研究對象，利用問卷及測驗調查結果，得到下列幾項發現： （一）師生需求衝突的程度，因學生心理特質之不同而有差異。 （二）師生需求衝突的程度，不因學生的家庭社經地位等級之不同而有差異。 （三）師生需求衝突的程度，因學生班之不同而有差異。 （四）師生需求衝突的程度，不因學生性別之不同而有差異。 （五）學生與教師間的師生關係，因師生衝突程度之不同而有差異。 （六）學生的學習行為，因師生衝突程度之不同而有差異。

The purpose of this study is to explore the student factors of high-low degree conflict of teacher-students desires and to analyze further whether teacher-student relation and school learning behavior are imbued with the difference in the conflict of teacher-student desires. The subjects of this study are 148 sophomores of four class in Kaohsiung Teachers college. The results of this study are stated as follows: 1. The conflict degree of teacher-student desires differs according to the student’s paychological characteristics. those students with emotional stability， well social adjustment， introversion， and strong achievement motivation， are of low degree conflict with the teacher’s desires. Those with unstable emotion， bad social adjustment， extroversion， and weak achievement motivation， are of high degree conflict with the teacher’s desires. 2. The conflict degree of teacher-student desires does not differ according to the social-economic status of the student’s family. 3. The conflict degree of teacher-students desires differs according to the class the students is in. 4. The conflict degree of teacher-student desires does not differ according to the student’s sex. 5. Teacher-student relation differs according to the conflict degree of teacher-student desires. In the low-conflict group， the techer-student relation are harmony， but in the high-conflict group， the teacher-student relation are not harmony. 6. Student’s school learning behavior differs according to the conflict of teacher-student desires. In the low-conflict group， scores on the course test， and homework， and learning attitude are best， but in the high-conflict group are worst.