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題名:打開交融的接受回饋身分---研究生對回饋之解讀與反應
作者:謝馥亘
作者(外文):Fu-Ken Hsieh
校院名稱:國立臺北教育大學
系所名稱:教育心理與諮商學系碩士班
指導教授:鍾聖校
學位類別:碩士
出版日期:2007
主題關鍵詞:研究生回饋個案研究postgraduatesfeedbackcase study
原始連結:連回原系統網址new window
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  • 點閱點閱:34
本研究首先以研究者經驗出發,發現回饋的承接者,不只是直接接受回饋者,還有觀察回饋者,其次藉由文獻探討與前導研究,發展出回饋解讀模式圖,然後進一步考量不同的接受回饋身分,提出研究生對回饋解讀與反應之面貌。研究目的要探究四個主題:
一、 研究生解讀回饋後發生的認知、情緒、行為反應為何。
二、 回饋運作背景在研究生對教授回饋解讀上扮演的角色。
三、 研究生心理特質在研究生對教授回饋解讀上扮演的角色。
四、 擁有回饋接受者與觀察者兩種身分下的研究生,對訊息所做解讀的關聯。
本研究為個案研究,研究參與者是兩位在學的研究生,進行一週一次的訪談,透過與參與者互動對話,蒐集一學期的回饋情節,以及參與者如何解讀回饋和反應。研究發現呈現了參與者如何以接受者並觀察者身分解讀回饋,以及不同身分下的回饋效應如何相互對照運作。期望對研究生以及未來回饋相關研究能有所啟示。
The purpose of this research is to discuss how postgraduates interpret and react to feedbacks offered by their instructor and classmates. Based on the researcher’s personal experiences, the researcher discovers that a feedback influences not only the direct receivers but also the observers who perceived the feedback. By reviewing relevant papers and conducting qualitative interviews, the researcher develops a feedback interpreting model. The characteristics of the model is viewing feedback through different identities the student held in the courses.
The research focuses on four aspects:
1. The cognition, emotion and behavioral reaction of a graduate student who interpreting the feedback.
2. The importance of “operating background” in interpreting the feedback.
3. The importance of the student’s own psychological characteristics in interpreting the feedback.
4. The impacts which the student has, as a direct receiver or as an observer, in interpreting the feedback occurring in the courses.
This research is a case study. The participants are two postgraduates currently doing courses at graduate school. They were interviewed on a weekly base. The researcher collects the feedback situations and their interpretation and reaction during the whole semester through interacting with the participants. The finding of the research shows how the participants accept and interpret the feedback either as receivers or as observers. The paper also provides relevant suggestions for postgraduates who are navigating their courses and future research on feedback.
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