Educational Research Journal



Assessing Student Problem Behaviors in Hong Kong: The Conners Teacher Rating Scale

1995.第10卷第1期(Vol. 10 No. 1).pp. 47–53
 

Assessing Student Problem Behaviors in Hong Kong: The Conners Teacher Rating Scale

David W. CHAN & Kit-Ling LAU(陳維鄂、劉潔玲)

Abstract

Two hundred and seven secondary school students were rated by six teachers on the frequency of student problem behaviors, student participation, and student attitudes toward authority using the Conners Teacher Rating Scale (CTRS). It was found that behaviors indicating a lack of student involvement were rated as most common, followed by various minor misbehaviors and uncooperative attitudes. While there were few age group differences on the frequency of occurrence of these problem behaviors, notable gender differences on certain specific problem behaviors were found. In general, student problem behaviors could be conceptualized in terms of five dimensions: General Misbehaviors, Problems in Interpersonal Relations, Uncooperative Attitudes, Mood Problems, and Lack of Involvement. These results were consistent with the free responses on common problem behaviors by another group of 69 secondary school teachers. The sound psychometric properties of the CTRS in this cultural context suggested the viability of its use in future research on student problem behaviors in Hong Kong.

摘要

本研究主要是使用Conner教師評估量表(CTRS),由6名教師量度270名學生的問題行為、課堂參與及對權威的態度。研究結果發現,與缺乏參與有關的行為在學生當中最為普遍,其次是輕微的不良行為和不合作態度。在這些問題行為之中,不同的年齡組別並未有重要的顯著差異;相反,結果卻顯示有多項值得注意的性別差異。一般而言,學生的問題行為可以歸類為五種:一般不良行為、人際關係問題、不合作態度、情緒問題及缺乏參與。同時,以上的結果與另一組由69名教師以自由作答形式所得出的一般問題行為非常相近。本研究並指出,CTRS在香港的環境之下仍具有一定的心理測量效度和信度,可作為未來研究香港學生行為問題之用。