國中生幽默風格、知覺導師幽默風格與師生互動關係之研究

Abstract

本研究主要在探討國中生幽默風格及其知覺導師幽默風格與師生互動關係之間的關連性。本研究採取問卷調查法，抽取台灣地區12縣市之七、八、九年級學生進行施測，本研究採立意抽樣抽取36個班級，990位國中生作為本研究的研究對象。本研究以「幽默風格量表」及「師生互動關係量表」作為研究工具，以獨立樣本T檢定、積差相關分析與多元迴歸進行資料分析。本研究發現如下: 一、不同性別國中生幽默風格及其知覺導師幽默風格與師生互動關係之差異情形: (一)國中男生在自我提升型、攻擊型幽默風格顯著高於國中女生； (二)國中男生知覺導師攻擊型、自我貶抑型幽默風格顯著高於國中女生； (三)國中男生知覺師生互動關係中的教師影響力顯著高於國中女生。 二、國中生的幽默風格及其知覺導師幽默風格與師生互動關係之相關情形: (一)國中生的正向幽默風格與知覺導師的正向幽默風格具有顯著的正相關，國中生的負向幽默風格與知覺導師的負向幽默風格具有顯著的正相關。 (二)國中生的負向幽默風格與師生互動關係中的教師影響力具有顯著的正相關，與教師接近性具有顯著的負相關。 (三)國中生知覺導師的正向幽默風格與師生互動關係中的教師影響力具有顯著的負相關，與教師接近性具有顯著的正相關。 三、國中生知覺導師攻擊型幽默風格與親和型幽默風格能有效預測師生互動關係。 依據上述研究結論，本研究針對教師、教育單位與教育行政機關及未來研究方向提出具體建議。

This study aims to discuss the relevance of humor styles of junior high school students and perception of their advisors’ and teacher-student relationship. Questionnaire is used as research method in this study. The questionnaire is administrated in the four regions in Taiwan, including twelve cities. Participants are 990 in 36 classes, from 7th graders to 9th graders in junior high schools. The study used purposive sampling, questionnaire used in this study including Humor Styles Questionnaire (HSQ) and Teacher-Student Interaction Scale. Independent T-test, Pearson correlation, and multiple regression analysis are used for data analysis. The findings of the study are as following: 1. The differences among humor style in junior high school students, perceptual advisor’s humor style and teacher-students interaction in genders. (1)Self-enhancing humor and aggressive humor in male students are significantly higher than that in female students in junior high schools. (2)The male students’ perception of advisors’ aggressive humor and self-defeating humor are significantly higher than the female students. (3)The male students’ perception of the teachers’ influence of teacher-student interaction is significantly higher than the female students. 2. The correlation among the humor style in junior high school students, perception advisor’s humor style and teacher-students interaction. (1)Junior high school students’ positive humor style is dominantly positive

relevant to perception of advisors’ positive humor style. Junior high school students’ negative humor style is dominantly positive relevant to perception of advisors’ negative humor style. (2)Junior high school students’ negative humor style is dominantly positive relevant to the teachers’ influence of teacher-student interaction, but it is dominantly negative relevant to teachers’ proximity. (3)Junior high school students’ perception of advisors’ positive humor style is dominantly negative relevant to the teachers’ influence of teacher-student interaction, but it is dominantly positive relevant to teachers’ proximity. 3. Junior high school students’ perception of advisors’ aggressive humor style and affiliative humor style can effectively predict teacher-student interaction.

According to the findings, the researcher provided some suggestions for teachers, official authorities and future studies.