偏鄉學校師生關係、學生自我效能感和其自我概念關聯研究：PSORTES次級資料分析

A Study on the Relationship Between Teacher-Student Relationships, Students’Self-Efficacy, and Self-Concept in Rural Schools: A Secondary Data Analysis of PSORTES

本研究針對「偏遠地區短期教育追蹤調查」資料庫2017至2019年間的數據進行統計分析。研究的主要目的是探討偏遠學校中，師生關係、學生自我效能感與學生自我概念之間的關係。研究樣本為2019年追蹤調查中的969名來自偏遠地區的學生。該研究使用了多種評估工具，包括「師生關係量表」、「自我概念量表」及「自我效能感量表」。數據分析採用了多種統計方法，包括因素分析、信度分析、描述性統計、獨立樣本t檢定、單因子變異數分析、皮爾森相關分析及迴歸分析。
結果顯示，通過階層迴歸分析，所有變項共同解釋了學生自我概念變異的39%。值得注意的是，偏遠學校的師生關係與學生自我效能感對於學生自我概念具有顯著的預測力。基於這些發現，本研究將為偏遠學校的學生及其家庭、教育當局、相關領域的實務工作者以及未來研究方向，提出具體的建議。

In this study, the researcher conducted a statistical analysis based on data from the ''Follow-up Survey of Short-term Education Tracking in Remote Areas'' database, covering the years 2017 to 2019. The primary objective of the research was to explore the relationships between teacher-student relationships, students' self-efficacy, and students' self-concept in remote schools. The research sample comprised 969 students from remote areas, surveyed in 2019 as part of the follow-up survey. The study utilized various assessment tools, including the ''Teacher-Student Relationship Scale,'' ''Self- Concept Scale,'' and ''Self-Efficacy Scale.'' Statistical methods employed for data analysis included factor analysis, reliability analysis, descriptive statistics, independent sample t-tests, one-way ANOVA, Pearson correlation, and regression analysis.
The results revealed that all variables collectively explained 39% of the variance in students' self-concept through hierarchical regression analysis. Notably, the teacher-student relationship in remote schools and students' self-efficacy were found to have significant predictive power regarding students' self-concept.
Based on these findings, specific recommendations were made for students in remote schools, their families, educational authorities, and practitioners in related fields. Suggestions for future research directions were also provided.