[[alternative]]A Study of the Relationship between Self-concepts, Learning Behaviors and Students’ Demands for Innovative Instruction of Teachers on Junior High School Students

碩士商業教育學系[[abstract]]本研究旨在瞭解台中縣市國中學生自我概念、學習行為與對教師創新教學需求的現況，並探討不同學生背景變項在自我概念與學習行為之差異情形，最後檢驗自我概念、學習行為與對教師創新教學需求是否具有相關性及預測力。 本研究經由文獻探討蒐集相關資料，彙整建立研究架構，以問卷調查方式進行之，研究範圍涵蓋台中縣市國中學生。在學者專家指導下，編製「國中學生自我概念、學習行為與對教師創新教學需求調查問卷」，以台中縣市69所公立國民中學97,653位學生為研究母群體，抽取樣本數1,250人，計回收有效問卷1,205份，分別以驗證性因素分析、描述性統計、t檢定、單因子變異數分析、Scheffe事後比較和逐步多元迴歸分析等方法進行統計分析，主要發現如下： 一、台中縣市國中學生自我概念之現況屬「中高」程度；學習行為之現況屬「中等」程度。 二、台中縣市國中學生整體自我概念會因其性別、年級、學校規模、家長管教態度之不同，而有顯著差異存在；至於在家庭社經地位上，則無顯著差異存在。 三、台中縣市國中學生整體學習行為會因其性別、年級、學校規模、家庭社經地位、家長管教態度之不同，而有顯著差異存在。 四、台中縣市國中學生整體自我概念、學習行為與對教師創新教學需求具有顯著正相關。 五、台中縣市國中學生整體自我概念、學習行為對教師創新教學需求具有預測力。 最後，本研究依據研究結果提出具體建議，俾供教育行政機關、國民中學學校與教師及後續研究者之參考。[[abstract]]The main purpose of the study is to realize self-concepts and learning behaviors of junior high school students in Taichung County and Taichung City, and to understand their demands for innovative instruction of teachers. Additionally, the variations of self-concepts and learning behaviors among students with different backgrounds will be explored in the study. Finally, it will be examined if there are correlations and predictabilities between self-concepts, learning behaviors of the students and their demands for innovative instruction of teachers. Literature review was conducted to collect data and construct the basis of the study. Questionnaires were used as a major tool. The research objects were 97,653 junior high school students in Taichung County and Taichung City, total samples were 1,250 and 1,205 effective questionnaires were returned. The statistics methods used to analyze the data were confirmatory factor analysis(CFA), descriptive statistics, t-test, one-way ANOVA, Scheffe methods, and stepwise multiple regression analysis. The results of the study are summarized as follows: 1.As for junior high school students in Taichung County and Taichung City, their self-concepts are in the over high-intermediary level, and learning behaviors are in the middle. 2.Diversities of gender, grade, scale of school and parenting style, except social economic status, will cause significant differences on students’ self-concepts. 3.Diversities of gender, grade, scale of school, social economic status, and parenting style will cause significant differences on students’ learning behaviors. 4.There is positive correlation between junior high school students’ self-concepts, learning behaviors and their demands for innovative instruction of teachers. 5.Junior high school students’ self-concepts and learning behaviors could be used to predict their demands for innovative instruction of teachers. Finally, based on the results of this study, some suggestions for educational administration agencies, junior high schools and teachers, and future studies are proposed