[ 摘要 ]

本研究主要目的在於探討原住民與非原住民國小中、高年級學生的自我概念與學習適應對其學業成就關係之比較研究。

本研究採問卷調查法，以嘉義縣地區現就讀國小中、高年級的學生為研究母群體，透過叢集抽樣與分層隨機抽樣等方式，共抽取723位國小學生為研究對象，施以「自我概念與學習適應調查表」，並以SPSS10.0 for Windows 統計軟體進行次數分配、t檢定、單因子變異數分析、皮爾森積差相關、多元迴歸法進行資料分析。其研究結果如下：

一、學生背景變項與自我概念：

(一)年級、族群在自我概念上有顯著差異；而性別在「能力我」與「生理我」上有顯著差異。

(二)父母教育程度與自我概念：父親教育程度在「情緒我」上有顯著差異；母親教育程度在「學校我」上有顯著差異。

(三)父母職業與自我概念：母親職業在「家庭我」上有顯著差異。



二、學生背景變項與學習適應：

(一)性別、年級在學習適應上有顯著差異；而族群在「學習環境」、「學習方法」、「學習習慣」與「學習態度」上有顯著差異。

(二)父母教育程度與學習適應：母親教育程度在「學習環境」、「身心適應」與「學習態度」上有顯著差異。

(三)父母職業與學習適應：母親職業在「學習環境」與「學習態度」上有顯著差異。



三、學生背景與學業成就：

(一)性別、年級、族群等變項在學業成就上有顯著差異。

(二)父母教育程度在學業成就上無顯著差異。

(三)父母職業在學業成就上有顯著差異。



四、原住民與非原住民學生自我概念與學業成就、學習適應與學業成就間有關聯性。



五、原住民與非原住民學生「自我概念」和「學習適應」對其學業成就有預測能力。



最後，本研究提出對學生輔導之建議及對未來研究之建議。



[ 英文摘要 ]

Abstract

This study examined the relationship among self-concept, learning adaptation and academic achievement of aboriginal and non-aboriginal elementary school grade 3 to grade 6 students in chiayi county.

The subjects were 723 Elementary School Grade 3 to Grade 6 students in chiayi county. The instruments used in the study included the self-concept questionnaire, and learning adaptation questionnaire. The data was statistically analyzed by Descriptive Statistics, T-test, One –way ANOVA, Pearson Product-Moment Correlation and Multiple Regression Analysis.

Results of the study were presented as follows:



1. Relationships between student’s variables and self-

concept:

(1) Grades and colony made significant difference to self-

concept; sex made significant difference to“ability”

and“physical”aspect.

(2) Level of father’s education made significant

difference to“spirit self”aspect; level of mother’s

education made significant difference to“school self”

aspect.

(3) Mother’s occupation made significant difference to

“family self”aspect.



2. Relationships between student’s variables and learning

adaptation:

(1) Sex and grades made significant difference to learning

adaptation; colony made significant difference to

“learning environment”“learning method”“learning

habit”and“learning attitude”aspect.

(2) Mother’s level of education made significant

difference to “learning environment ”“body and mind

adaptation”and“learning attitude”aspect.

(3) Mother’s occupation made significant difference to

“learning environment”and“learning attitude”aspect.



3. Relationships between student’s variables and academic

achievement:

(1) Sex, grades and colony made significant difference to

academic achievement.

(2) Parental education made no significant difference to

academic achievement.

(3) Parental occupation made significant difference to

academic achievement.



4. Results showed that self-concept of aboriginal and non-

aboriginal students correlated to academic achievement;

they also showed that learning adaptation correlated to

academic achievement.



5. Self-concept and learning adaptation could be used as

factors to predict student’s academic achievement.



Finally, I sincerely expect this study could provide some suggestions to other researchers for further study.