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題名:靜覺:構念發展與成人自我調控學習之應用
作者:林之丞
作者(外文):LIN, CHIH-CHENG
校院名稱:國立高雄師範大學
系所名稱:成人教育研究所
指導教授:王政彥
夏允中
學位類別:博士
出版日期:2018
主題關鍵詞:靜覺自我修養成就動機自我調控學習量表發展Jing-Jyueself-cultivationachievement motivationself-regulated learningscale development
原始連結:連回原系統網址new window
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正念靜坐近年來於西方蔚為風潮,為成人學習重要主題。但其僅擷取佛教練習方法或技術,未能完整反映正念之原貌。因此,本文以華人儒道釋文化中關於靜坐與靜的思想為來源,試圖重新思考靜坐的意義,並提出一靜覺修養概念,以期連結華人自我修養與西方自我學習,從本土視野為當代成人教育理論有所貢獻。
本研究共分為三階段。首先透過文本詮釋釐清三教「靜」的修養,並藉由自我的曼陀羅模型,發展靜覺修養之概念。接續,研究者根據文獻探討與專家學者建議,並參考三教經典將靜覺加以構念化,發展量表。再經過多種統計分析確認量表的信效度。最後,研究者探究成人學習者之成就動機、靜覺與自我調控學習間的關係,並考驗靜覺於成就動機影響自我調控學習之中介效果。主要研究發現包括:
一、靜覺修養共包含四構面:克己寡欲、定性安心、務本盡己、濟世利人。
二、靜覺量表之一階四因素斜交模式為適配度最佳模式,並具有良好之信效度。
三、靜覺在成人學習者之成就動機影響自我調控學習的部分中介效果成立。
本研究依據上述研究結論,對成人教育實務與未來研究提出相關建議。
Mindfulness has been widely spread in the West and been an emerging topic in adult learning. However, it only partly draws on Buddhism meditation technique and fails to present the whole nature of Buddhism meditation to some degree. To amend this gap, this study constructed a concept of Jing(tranquility, 靜)-Jyue(enlightenment, 覺) Cultivation(JJC) based on three traditional Chinese teachings (Confucianism, Taoism, and Buddhism) to fully represent the doctrines of meditation and Jing in Chinese Culture. The JJC could connect Chinese self-cultivation to western self-learning, and make a theoretical contribution to contemporary adult education from indigenous perspectives.
This study comprised three phases. First, I developed the concept of JJC through Chinese scriptures interpretation and The Mandala model of self. Continuously I constructed a JJC scale according to the literature review and experts’ opinions. Second, I tested the reliability and validity of JJC scale by conducting multiple statistical analysis techniques. Third, I explored the relationships between achievement motivation, JJC, and self-regulated learning of adult learners. Also, I investigated whether JJC could be a mediator between achievement motivation and self-regulated learning. The main findings of the present study were as follows.
1.JJC includes four dimensions: desire regulation, emotional stability, duty commitment, and altruistic caring.
2.A fist-order-four-factor oblique model was the best fit and with good reliability and validity.
3.JJC had a partial mediation effect between achievement motivation and self-regulated learning.
Based on the findings of this research, implications and suggestions for adult education practice and future research were provided.
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