第六章 結論與建議
第二節 研究建議
二、 西文部分
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Robbins, S. J. (1998). Organizational behavior 8/e. New Jersey: Prentice-Hall.
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Telese, J. A. (1997). Hispanic Students' Attitudes toward Mathematics and Their Classroom Experience.
Thomas, K. W. (1976). Conflict and conflict management. Chicago: Rand McNaiiy.
Thomas, K. W. (1992). Conflict and conflict management: Reflections and update.
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Vandell, D. L., & Hembree, S. E. (1994). Peer social status and friendship: Independent contributors to children's social and academic adjustment. Merrill-Palmer
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附錄四 學習態度量表信度與效度分析之結果
題號 題目 因素負荷量 特徵值 解釋變異量% KMO 值
學 習 動 機 低 落
1 我覺得學校生活缺乏努力目標 .65
4.68 51.95 .89
2 我懷疑學習的價值和意義 .75
3 我覺得無法從學習中獲得滿足 .71
4 我覺得自己的學習態度不夠積極 .40
5 我對學校生活感到失望 .72
6 我想到要上課就覺得缺乏動力。 .78
7 我對學校課業感到厭倦 .84
8 我覺得自己都是在應付學校功課。 .77
9 我有不想上課的念頭 .79
情 緒 低 落
10 我不關心同學所發生的事情 .62
4.69 52.16 .87
11 我覺得自己失去與人相處的熱情 .79
12 學校生活使我對朋友的情感漸趨冷淡 .81
13 我覺得上高中以來，自己變得比較冷漠無趣 .67
14 我覺得學校課程十分乏味 .62
15 我覺得自己缺乏他人的關心 .68
16 我感到心灰意冷，無精打采 .82
17 我覺得情緒低落，悶悶不樂 .81
18 我覺得自己心力的付出沒有得到適當的回饋 .64
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附錄九 人際互動量表修訂同意書
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附錄十 國中生學校生活適應量表修訂同意書
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