Entwistle N, Kozeki B, Tait H
Br J Educ Psychol. 1989 Nov;59 ( Pt 3):340-50. doi: 10.1111/j.2044-8279.1989.tb03108.x.
The previous article has described the development of scales designed to measure pupils' perceptions of school and teachers. 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. This article explores the relationships between a set of inventory scores describing perceptions of school and teachers and another set indicating school motivation and approaches to learning. The complete inventory 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 combined inventory was investigated, together with correlational analyses at scale and item level which suggested that relationships did exist between perceptions of school and teachers, levels of school motivation, and approaches to learning.
上一篇文章描述了旨在衡量学生对学校和教师看法的量表的编制情况。先前的比较研究表明，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。本文探讨了一组描述对学校和教师看法的量表分数与另一组表明学校动机和学习方法的量表分数之间的关系。完整的量表被施测于英国五所学校的516名12至15岁学生样本以及匈牙利602名学生的可比样本。研究了合并量表的因子结构，同时在量表和项目层面进行了相关分析，结果表明对学校和教师的看法、学校动机水平和学习方法之间确实存在关联。
