本研究旨在探討國小兒童所知覺的教師教導態度對其生活適應的影響，並分析此種影響是否因學童的內外控信念之不同而異。研究對象為臺北市大安國小六年級學生256名。研究工具包括「教師教導方式問卷」、「修訂兒童內外控傾向量表」和「小學人格測驗」。問卷與測驗係在平常教室情境中實施之。調查與測驗所得資料以雙因子變異數分析、夏氏檢定法及多元廻歸分析等方法進行統計處理，獲致下列五項主要的發現：㈠在「高關懷、高權威」和「高關懷、低權威」兩種教師教導態度下的學童之適應較佳；而在「低關懷、高權威」和「低關懷、低權威」兩種教師教導態度下的學童之適應較差。㈡教師教導行為的「關懷」層面比「權威」層面對學童生活適應更具有影響力。㈢就學童的各項生活適應而言，內控者優於外控者。㈣教師教導態度和學童內外控信念對學童的「相屬意識」和「社會標準」具有顯著的交互作用。㈤教師教導態度和學童內外控信念可解釋學童個人適應、社會適應及總適應之總變異量的百分之五十三至七十四。

The purpose of this study was to investigate the relationship between the perceived teacher's instructional attitudes, children's locus of control, and their adjustments in the elementary school. Two hundred and fifty-six sixth graders from one elementary school in Taipei City were selected as subjects. The Teacher's Instructional Leadership Description Questionnaire, the Revised Form of Nowichi-Strickland Locus of Control for Children, and the Chinese Revision of California Test of Personality were administered to the subjects in regular classroom settings. The obtained data were statistically treated by analysis of variance, Scheffe method of multiple comparisons, and multiple linear regression technique. The main findings of the study were as follows: 1. The consideration dimension of teacher's instructional behavior had more effect than its authority dimension on the personal and social adjustments of elementary school children. 2. School children of warm-restrictive and warm-permissive teachers were better than children of hostile-authoritarian and hostile-neglectful teachers in their personal and social adjustments. 3. The personal and social adjustments of internal locus-of-control students were better than those of external locus-of-control students. 4. All measures of teacher's instructional leadership and student's locus of control together significantly accounted for 53% to 74% of variances in the personal and social adjustments of elementary school children.