教育研究學報Pub Date : 2022-10-01DOI: 10.53106/199044282022105602002
游佳琪 游佳琪, 許建中 許建中
{"title":"正念取向團體方案對人際困擾大學生之人際互動與正念程度介入成效研究","authors":"游佳琪 游佳琪, 許建中 許建中","doi":"10.53106/199044282022105602002","DOIUrl":"https://doi.org/10.53106/199044282022105602002","url":null,"abstract":"\u0000 本研究針對有人際困擾的大學生，設計正念取向團體方案，並探討該方案對提升正念程度及改善其人際困擾之效果。由於參與者已具有一定程度之人際困擾，基於倫理考量，本研究仍採用單一實驗組前後測設計。有八名參與者參與每週一次，每次120分鐘，共六次之方案。以「臺灣版五因素正念量表」及「人際互動評量表」進行四次評估，透過Wilcoxon sign rank test分析介入效果。結果顯示，介入後，正念程度獲得提升，覺察、觀察、不評價、不反應四項指標均有顯著之立即性介入效果，正念及觀察指標具顯著延宕效果，同時，人際困擾程度亦得到改善，冷漠無情、嫉妒敵意、易被他人利用三項指標亦有顯著之立即性介入效果。最後，針對諮商輔導人員提出建議。\u0000 This study designed a group mindfulness program for college students with interpersonal disturbances and examined the effectiveness of the program. The program consisted of six 120-min sessions held once a week. Because participants were experiencing interpersonal disturbances, the study relied on a one-group, pretest–posttest design. In total, 8 college students participated in the study. The Taiwanese version of the Five Facet Mindfulness Questionnaire and the Inventory of Interpersonal Problems were adopted and used to evaluate the outcomes of the program. The study involved 4 evaluations. Data were analyzed using the Wilcoxon signed-rank test. The degree of mindfulness among participants improved. Four mindfulness indicators had significant immediate intervention effects. The degree of mindfulness and observation had a significant delayed effect. Further, the degree of interpersonal disturbances improved. The three indicators of interpersonal disturbances also had significant immediate intervention effects. The program was deemed effective.\u0000 \u0000","PeriodicalId":191393,"journal":{"name":"教育研究學報","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131999331","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
教育研究學報Pub Date : 2022-10-01DOI: 10.53106/199044282022105602001
李素芬 李素芬
{"title":"心理位移書寫對全職實習諮商心理師自我層面之影響研究","authors":"李素芬 李素芬","doi":"10.53106/199044282022105602001","DOIUrl":"https://doi.org/10.53106/199044282022105602001","url":null,"abstract":"\u0000 本研究旨在探究心理位移書寫對全職實習諮商心理師自我層面之影響及影響如何產生。資料來源為6位研究參與者，在一年全職實習期間，每週進行一篇諮商經驗的心理位移書寫後，於上下學期各接受一次訪談，所得約22小時訪談逐字稿中的部份內容。所得資料則採紮根理論資料分析方式進行，結果發現心理位移書寫對全職實習諮商心理師的自我層面產生六大影響：1. 情緒的覺察、處理與改變；2.擴展自我覺察；3.自我同理與支持；4.促進自我接納；5.賦能自我；6.安頓與療癒自我，且每個影響各自有其內涵。此外也發現每個影響如何經由心理位移而產生，含「你」位格的自我對話、支持與肯定；「他」位格的視野擴大、拉開距離觀看與撫育；持續的「位格轉換」等。\u0000 This study investigated the effects of the Psychological Displacement Paradigm in Diary-Writing (PDPD) program on the self of counselor interns. This research lasted for 1 year. In total, 6 counselor interns participated in this study. Participants used the PDPD form weekly to record their counseling experiences. Participants were interviewed twice. Interview transcripts were analyzed, and data analysis included open coding, axial coding, and selective coding according to the grounded theory of qualitative research. In total, 6 characteristics of self were affected by the PDPD program: 1) emotional awareness, processing, and change, 2) self-awareness, 3) self-empowerment, 4) self-acceptance, 5) self-empathy and support, and 6) settling and healing. The mechanisms by which the PDPD program affected self-included self-dialogue, self-support, and self-confirmation using the second-person singular (you) pronoun; expanding one’s vision, encouraging new perspectives, nurturing oneself using the third-person singular (she/he) pronoun; and changing pronouns.\u0000 \u0000","PeriodicalId":191393,"journal":{"name":"教育研究學報","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127811432","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
教育研究學報Pub Date : 2022-04-01DOI: 10.53106/199044282022045601002
張琬翔 張琬翔, 尹玫君 Wan-Hsiang Chiang
{"title":"探究大學生對社群媒介網站的資訊隱私關注及建立因果關係模式","authors":"張琬翔 張琬翔, 尹玫君 Wan-Hsiang Chiang","doi":"10.53106/199044282022045601002","DOIUrl":"https://doi.org/10.53106/199044282022045601002","url":null,"abstract":"\u0000 本研究針對大學生對社群媒網站(Facebook 和 Instagram)的資訊隱私關注進行探究,以瞭解他們的隱私傾向、線上隱私關注、信任信念、風險信念與網站隱私關注的現況及之間的關係,建立社群媒介網站資訊隱私關注的因果關係模式。以自編問卷進行調查研究,374 位大學生為調查對象,問卷有效回收率93.5%。資料分析採用項目分析、因素分析與結構方程式。結果發現:1.大學生的社群媒介網站資訊隱私關注、隱私傾向和風險信念之現況為中上程度,線上隱私關注之現況頗佳為高等程度,大學生的信任信念現況為中等程度;2.大學生的隱私傾向、線上隱私關注和風險信念會正向影響社群媒介網站資訊隱私關注;3.建立影響大學生社群媒介網站資訊隱私關注因素的修正模式。\u0000 This study explored undergraduates’ perspectives regarding information privacy on social media (Facebook and Instagram) to understand their disposition to privacy, online privacy concerns, and trust and risk beliefs. Moreover, a causal relationship model was established to assess the undergraduates’ information privacy concerns regarding social media platforms. A self-developed questionnaire survey was conducted with 374 undergraduates, with a response rate of 93.5%. Data collected were analyzed using item analysis, factor analysis, and a structural equation model. The results revealed the following: (1) Currently, the information privacy concerns of undergraduates regarding social media websites are at the upper-middle level, with their disposition to privacy being at the upper-middle level and their online privacy concerns being at a considerably high level. Moreover, their trust beliefs are moderate, whereas their risk beliefs are at the upper-middle level. (2) Disposition to privacy, online privacy concerns, and risk beliefs positively influence the undergraduates’ social media website information privacy concerns. (3) A causal relationship model was established to explain the relationship between the aforementioned factors and undergraduates’ social media website information privacy concerns. The study results provide insights into and can help predict undergraduates’ concerns regarding information privacy on social media websites.\u0000 \u0000","PeriodicalId":191393,"journal":{"name":"教育研究學報","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116842770","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
教育研究學報Pub Date : 2022-04-01DOI: 10.53106/199044282022045601004
張芳全 張芳全
{"title":"高等教育在學率與所得分配公平關聯的探索：以國民所得為中介變項","authors":"張芳全 張芳全","doi":"10.53106/199044282022045601004","DOIUrl":"https://doi.org/10.53106/199044282022045601004","url":null,"abstract":"\u0000 本研究從世界銀行蒐集 2015 至 2018 年 41 國資料,探討高等教育在學率與國民所得和所得分配公平的關聯。結論如下:這四個年度的高等教育在學率和所得分配公平沒有顯著關聯,然而國民所得與所得分配公平為正向顯著關聯;高等教育在學率透過國民所得對所得分配公平的影響具有完全中介效果。2015 與 2018 年臺灣高等教育在學率,在各國吉尼係數與國民所得條件下,超出全球平均 33.86 及 24.40 個百分點;臺灣的吉尼係數低於全球平均 2.54 與 5.46。可見臺灣高等教育在學率擴充與所得分配公平有關。本研究貢獻是,高等教育在學率沒有直接提升所得分配公平,而是透過國民所得才提升所得分配公平,因此高等教育在學率擴充下,良好經濟發展是所得分配公平的關鍵。針對結論討論,提出建議。\u0000 This study collected data of 41 countries from 2015 to 2018 from the World Bank report to explore the mediating role of per capita income in the relationship between higher education enrolment rate and equity of income distribution. The results revealed no correlation between the higher education enrolment rate and equity of income distribution in the 4-year study period. However, income was significantly related to the equity of income distribution. Over the 4-year study period, the per capita income of countries had a mediating effect on the relationship between the higher education enrolment rate and equity of income distribution, that is, a higher education enrollment rate corresponded to greater equity of income distribution through per capita income. In 2015 and 2018, Taiwan’s higher education enrollment rate exceeded the global average by 33.86 and 24.40 percentage points based on the Gini coefficient and national income of various countries; Taiwan’s Gini coefficient was lower than the global average of 2.54 and 5.46, respectively. An increase in Taiwan’s the rate of enrolment in higher education was also related to the equitable distribution of income. However, the higher education enrollment rate did not improve the equity of income distribution directly but indirectly through the mediating effect of per capita income. Although the higher education enrollment rate has been increasing in many countries, rapid economic development is a key factor influencing the equity of income distribution. The paper finally makes suggestions.\u0000 \u0000","PeriodicalId":191393,"journal":{"name":"教育研究學報","volume":"203 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132318508","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
教育研究學報Pub Date : 2022-04-01DOI: 10.53106/199044282022045601001
張麗芬 張麗芬
{"title":"玩井字棋遊戲與幼兒執行功能之相關","authors":"張麗芬 張麗芬","doi":"10.53106/199044282022045601001","DOIUrl":"https://doi.org/10.53106/199044282022045601001","url":null,"abstract":"\u0000 井字棋遊戲是幼兒園中常見的桌遊，它可以很簡單，也可以很複雜，而學前階段也正是執行功能快速發展的時期。本研究目的在探討幼兒玩井字棋遊戲能力的發展，以及由執行功能三個成分對幼兒玩井字棋遊戲能力的預測效果。本研究以33位大班及中班幼兒為研究對象，以「井字棋遊戲作業」測量幼兒玩井字棋遊戲的能力，以後向數字廣度作業、白天/晚上作業、及向度改變卡片分類作業測量幼兒執行功能的三個成分（工作記憶、抑制控制、與心向轉換）。結果發現，大班幼兒在「贏」題型及井字棋遊戲的整體表現顯著比中班幼兒好。其次，幼兒在「贏」題型及井字棋遊戲總分都與工作記憶及執行功能總分有顯著正相關；而且工作記憶可以預測幼兒在「贏」題型及井字棋遊戲的表現。\u0000 Tic-tac-toe, with varying levels of complexity, is a common board game employed in kindergartens. Executive function rapidly develops during preschool years. This study investigated the development of young children’s performance while playing Tic-Tac-Toe game and the predictive effects of three components of executive function on children’s performance to play the game. The performance of 33 senior and junior preschoolers in terms of Tic-Tac-Toe game performance, working memory, inhibitory control, and set shifting was assessed using a Tic-TacToe game task, backwards digit span task, day–night task, and Dimensional Change Card Sort task. The results revealed that senior preschoolers outperformed junior preschoolers in the Win type of game and in Tic-Tac-Toe game. Moreover, the performance of young children in the Win type of game and Tic-Tac-Toe game was related to their working memory and executive function. Furthermore, working memory predicted the young children’s performance in the Win type of game and in Tic-Tac-Toe game.\u0000 \u0000","PeriodicalId":191393,"journal":{"name":"教育研究學報","volume":"224 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129538465","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
教育研究學報Pub Date : 2022-04-01DOI: 10.53106/199044282022045601003
林孟煒 林孟煒, 洪志成 Meng-Wei Mavise Lin
{"title":"通識英文兼任教師之微觀政治策略與利益","authors":"林孟煒 林孟煒, 洪志成 Meng-Wei Mavise Lin","doi":"10.53106/199044282022045601003","DOIUrl":"https://doi.org/10.53106/199044282022045601003","url":null,"abstract":"\u0000 台灣一般大學及技職校院通識英文課程多仰賴兼任教師授課，而教師回應課程管理制度要求呈現質量化教學成果，所採取之教學因應策略是否能維持專業取向仍少有論述。研究用建制俗民誌設計大綱，訪談六位在十三所大學語言中心任教通識英文兼任教師，藉微觀政治視角分析其回應管理之策略。發現：(1)面對各校差異要求，兼任教師採取「配合」或「力求表現」策略，力求表現指教師利用話術或利益交換，說服學生呈現更多成果。(2)相對專任，兼任教師多保持沉默，不讓管理單位感到困擾。(3)採取力求表現策略之動機，來自文化認同利益與自我專業認同利益：文化認同利益改變師生溝通、班級經營及輔導方式，而自我專業認同利益讓其在多變教學環境中自我強化。\u0000 Teaching of General English courses at universities and at universities of science and technology in Taiwan relies heavily on part-time instructors. The strategies undertaken by part-time instructors of General English in response to course management regulations affect their teaching practice. The study participants were six part-time General English instructors teaching at 13 university language centers. This study applied the institutional ethnography approach to designing interview guidelines and analyzed the interaction strategies applied by the instructors in response to the language centers’ requirements from the micropolitics perspective. The following was discovered: 1) Most of the educators “went along” with distinct requirements, whereas some chose to “be noticed” and used strategies, such as sales talk or quid pro quo negotiation, to improve student outcomes. (2) The part-time instructors tended to “keep silent” and were careful to “not cause any trouble” even when they found the requirements to be unrealistic. 3) The “being noticed” strategy was associated with cultural-ideological and professional identity interests. Cultural-ideological interests influence the instructor–student interactions, class management, and tutoring strategies. Professional identity interests enable them to think positively and help students in alternative ways when they encounter a frequent change in the teaching context.\u0000 \u0000","PeriodicalId":191393,"journal":{"name":"教育研究學報","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133438768","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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