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題名:課業學習諮商中家庭作業指派對案主課業自我效能影響
作者:簡伯丞
作者(外文):Chien, Po-Cheng
校院名稱:國立彰化師範大學
系所名稱:輔導與諮商學系所
指導教授:林清文
學位類別:博士
出版日期:2009
主題關鍵詞:課業學習諮商家庭作業指派自我效能academic counselinghomework assignmentsself-efficacy
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摘要
本研究之目的在探討課業學習諮商中家庭作業的指派過程以及完成家庭作業對於提升案主課業學習自我效能的影響。
共有13位大學工程科系男生參與本研究,每位研究參與者分別接受5至7次個別諮商,共有78次諮商錄音帶。資料分析方式採質性研究法。
研究結果顯示:在諮商初期的主要任務是建立關係,其過程包括探討案主的課業學習行為,包括課堂學習困難、練習行為不足、時間管理不佳及課業求助失敗;案主的課業學習情緒包括擔心害怕、憤怒生氣、羞愧自責、煩躁焦慮、沮喪難過;案主的課業任務價值包括貶低重要性價值、貶低效用性價值、貶低興趣價值、高代價。案主的反應具有維護自我價值的意涵,諮商師宜同理與接納。
在諮商中期,主要任務為形成家庭作業,其過程包括檢視課堂學習、練習行為、時間管理及求助行為等課業學習行為與課業表現之關係,案主在此時期出現的抗拒行為包括對教師的憤怒情緒與抗拒、貶低正面學習行為的價值、有效學習行為應用的困難、未覺察行為的多面向,產生學習無助感、忽略行為的小改變、因集體生活管理造成時間規劃的無助感、認為時間規劃造成進度落後的知覺。
在諮商後期,其任務為家庭作業的處理與提升自我效能,家庭作業的執行過程包括課堂學習行為的自我監控、練習行為的自我監控、時間管理的自我監控、求助行為的自我監控;案主執行家庭作業的阻礙與調整包括外在突發狀況干擾、自我控制力不足、情緒困擾、執行方式產生困擾。案主執行家庭作業後,體驗成功經驗,其課業學習行與情感的自我效能增加、且產生動機信念轉化。
本研究並就研究研果進行討論,並針對課業學習諮商實務以及後續研究提供各項具體之建議。
Abstract
The purposes of this study were to investigate the processes of homework assignment in the academic counseling and the relationship between homework completion and the clients’ academic self-efficacy.
There were 13 male college students majoring engineering participating in this study. Each one received 5 to 7 sessions of academic counseling. There were 78 counseling transcripts were collected and analyzed in qualitative approach. The main findings were as follow:
The issue of beginning stage of counseling was to establish the counseling rapport. The processes were discussions on client’s failure experiences of learning behaviors (classroom learning, practice of learning strategies, time management, and help-seeking), and clients’ negative emotion experiences of learning , as well as clients’ decreasing in the learning task value. Client’s responses were to protect self-worth and counselor expressed empathy and unconditional positive regards.
The issues of middle counseling stage were homework assignments. The processes were the discussions on the relationship between learning behaviors and outcomes, as well as clients’ resistance including anger and resistance to teachers, devalued the positive learning behaviors, the application difficulty of effective learning behaviors, unawareness the multi-face of learning, neglecting the small behaviors changes, learned helpless of time management, the schedule-delay perception of time management.
The issues of final stage were the treatment of homework and the increasing of self-efficacy. The processes of homework practice were the self-monitoring of classroom learning behaviors, practice of learning strategies, time management, and help-seeking. Clients had the experiences of success after the completion of homework, and the academic, emotional, and motivational self-efficacy were increased.
Results are discussed in terms of counseling processes. Suggestions for academic counseling practice and research are provided.
Keywords: academic counseling, homework assignments, self-efficacy
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