Entwistle N, Kozeki B, Tait H
Br J Educ Psychol. 1989 Nov;59 ( Pt 3):326-39. doi: 10.1111/j.2044-8279.1989.tb03107.x.
Previous comparative studies have shown interesting differences in motivation and approaches to learning between Britain and Hungary, which were considered to reflect different methods of teaching. The present study reports the development of scales designed to measure pupils' perceptions of school and teachers with the intention of relating those perceptions to school motivation and approaches to learning. The scales covered a wide range of aspects relating both to pupils' perceptions of school ethos and aspects of the learning environment. An inventory made up of 18 five-item Likert scales describing perceptions of school and teacher was given to samples of 516 12-15 year-old pupils in five British schools and a comparable sample of 602 pupils in Hungary. The factor structure of the school and teacher perceptions scales was almost identical in the two countries, suggesting that pupils perceive their schools in very similar ways in spite of the contrasting educational and social systems. There were differences between schools which, although small at the scale level, were sometimes large at the level of individual items. It is suggested that a revised set of scales which have been derived from these analyses might be used by schools to judge the way they are perceived by their pupils, and so also by the parents who will be having more influence in future on school policy and management.
以往的比较研究表明，英国和匈牙利在学习动机和学习方法上存在有趣的差异，这些差异被认为反映了不同的教学方法。本研究报告了旨在测量学生对学校和教师看法的量表的编制情况，目的是将这些看法与学校动机和学习方法联系起来。这些量表涵盖了与学生对学校风气的看法以及学习环境方面相关的广泛内容。一份由18个描述对学校和教师看法的五分量表组成的问卷，被发放给了英国五所学校的516名12至15岁学生样本，以及匈牙利602名学生的可比样本。学校和教师看法量表的因子结构在两国几乎相同，这表明尽管教育和社会制度不同，但学生对学校的看法非常相似。学校之间存在差异，尽管在量表层面差异较小，但在个别项目层面有时差异较大。建议学校可以使用从这些分析中得出的一套修订后的量表，来判断学生对学校的看法方式，家长也可以使用，因为家长未来将对学校政策和管理产生更大影响。
