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Student Perceptions of Teachers' Pupil Control Orientation and Student Alienation in Junior High Schools of Taipei, the Republic of China (Taiwan).

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Student Perceptions of Teachers' Pupil Control Orientation and Student Alienation in Junior High Schools of Taipei, the Republic of China (Taiwan)./
Author:	Ju, Jing-Ming.
Description:	1 online resource (103 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 44-07, Section: A.
Contained By:	Dissertations Abstracts International44-07A.
Subject:	School administration. -
Online resource:	click for full text (PQDT)
ISBN:	9798661650511

Student Perceptions of Teachers' Pupil Control Orientation and Student Alienation in Junior High Schools of Taipei, the Republic of China (Taiwan).
Ju, Jing-Ming.

Student Perceptions of Teachers' Pupil Control Orientation and Student Alienation in Junior High Schools of Taipei, the Republic of China (Taiwan). - 1 online resource (103 pages)

Source: Dissertations Abstracts International, Volume: 44-07, Section: A.

Thesis (Educat.D.)--University of Northern Colorado, 1983.

Includes bibliographical references

Purpose. The major purpose of this study was to find if there were significant relationships between students' perceptions of their disciplinary/advisory teachers' pupil control behavior and their alienation from school in junior high schools of Taipei, the Republic of China. Theoretically, custodial control behavior will increase student alienation as it emphasizes external control of student behavior, rather than self-discipline. Students' personal variables of sex, grade, and achievement were also examined in the supplementary analyses for their possible influence upon student alienation and teacher control behavior. Procedure. According to the purpose of this study and the literature review, the following major hypothesis was developed: There are no relationships between the students' perceptions of their disciplinary/advisory teachers' control behavior and their alienation from school. Nine supplementary analyses were also made to examine the influence of student sex, grade, and achievement upon student alienation and teacher control behavior. Three instruments were used in this study. The Chinese version of Helsel and Willower's Pupil Control Behavior Form (PCB) was used to measure students' perceptions of teacher control behavior. The Chinese version of Kolesar's Pupil Attitude Questionnaire (PAQ) was used to measure students' alienation from school. The self-constructed Disaffection-from-School scale was used to measure students' disaffection from school. The population of this study was restricted to the seventh and eight graders of public junior high schools in Taipei, the Republic of China. Using a table of random numbers, the author selected four public junior high schools for his study. In each of these four schools, six classes were randomly selected by a stratified sampling procedure. A total of 988 seventh and eighth graders responded to the questionnaires. Findings. The findings of this study supported all theoretical assmptions: (1) Perceived custodial control behavior was positively related to alienation. (2) Achievement was negatively related to alienation. (3) Boys were more alienated than girls. (4) Teachers' control behavior was perceived to be more custodial when the students were more alienated or less mature.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798661650511Subjects--Topical Terms:

1180066
School administration.
Index Terms--Genre/Form:

554714
Electronic books.

Student Perceptions of Teachers' Pupil Control Orientation and Student Alienation in Junior High Schools of Taipei, the Republic of China (Taiwan).
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502 $a Thesis (Educat.D.)--University of Northern Colorado, 1983.
504 $a Includes bibliographical references
520 $a Purpose. The major purpose of this study was to find if there were significant relationships between students' perceptions of their disciplinary/advisory teachers' pupil control behavior and their alienation from school in junior high schools of Taipei, the Republic of China. Theoretically, custodial control behavior will increase student alienation as it emphasizes external control of student behavior, rather than self-discipline. Students' personal variables of sex, grade, and achievement were also examined in the supplementary analyses for their possible influence upon student alienation and teacher control behavior. Procedure. According to the purpose of this study and the literature review, the following major hypothesis was developed: There are no relationships between the students' perceptions of their disciplinary/advisory teachers' control behavior and their alienation from school. Nine supplementary analyses were also made to examine the influence of student sex, grade, and achievement upon student alienation and teacher control behavior. Three instruments were used in this study. The Chinese version of Helsel and Willower's Pupil Control Behavior Form (PCB) was used to measure students' perceptions of teacher control behavior. The Chinese version of Kolesar's Pupil Attitude Questionnaire (PAQ) was used to measure students' alienation from school. The self-constructed Disaffection-from-School scale was used to measure students' disaffection from school. The population of this study was restricted to the seventh and eight graders of public junior high schools in Taipei, the Republic of China. Using a table of random numbers, the author selected four public junior high schools for his study. In each of these four schools, six classes were randomly selected by a stratified sampling procedure. A total of 988 seventh and eighth graders responded to the questionnaires. Findings. The findings of this study supported all theoretical assmptions: (1) Perceived custodial control behavior was positively related to alienation. (2) Achievement was negatively related to alienation. (3) Boys were more alienated than girls. (4) Teachers' control behavior was perceived to be more custodial when the students were more alienated or less mature.
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