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題名：學業競爭及升學因應策略對心理困擾的影響
書刊名：教育心理學報
作者：許崇憲 引用關係
作者(外文)：Hsu, Chong-shiann
出版日期：2017
卷期：49:1
頁次：頁43-67
主題關鍵詞：升學因應策略；心理困擾；教育期望；臺灣教育長期追蹤資料庫；學業競爭；Academic competition；Coping strategy；Educational expectation；Psychological distress；Taiwan education panel survey
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  • 被引用次數被引用次數:期刊(2) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:2
  • 共同引用共同引用:475
  • 點閱點閱:31
本研究利用臺灣教育長期追蹤資料庫第三波及第四波資料，探討學業競爭及升學因應策略對高三學生心理困擾的影響，並討論學業競爭是否調節升學因應策略的影響力。排除填答不完整樣本以及填答者不滿五人的班級之後，共有1,181 班的15,077 位參與者納入分析。探索性因素分析顯示成績排名、考試頻率、及挪用副科等指標合理地組成班級競爭結構變項。執行階層線性模式分析之後，獲得以下發現。首先，控制學生高二心理困擾之後，班級內學業競爭愈激烈，同儕之間愈多人採用各種升學策略，則高三學生個人心理困擾愈嚴重。其次，對於原本就有心理困擾的學生，班級學業競爭結構可能加重其心理困擾。第三，學生個人學業能力對其心理困擾沒有顯著預測力，班級競爭結構對此預測力亦無顯著的調節作用。第四，學生本身的教育期望及學業因應策略可正向預測其心理困擾。本文最後提出未來研究以及學生輔導方面的建議。
This study examined the effect of academic competition and individuals' academic competency and coping strategy on psychological distress among third-year students in senior high school. Data from the third and fourth wave of the Taiwan Education Panel Survey were used for this study. We excluded participants without complete responses and classes with less than five students taking part in this survey. There were 1,181 classes and over 15,000 students included in this study. Academic competition was defined operationally as class competition structure and classroom competition aura. Explorative factor analysis showed that class competition structure was composed of academic performance ranking, testing frequency, and misappropriation of deputy subjects time to main subjects. Classroom competition aura was represented by classmates' educational expectation, academic competency, and coping strategies. First, hierarchical linear modeling was conducted, and it was found that after controlling for psychological distress in students’ second year, class competition structure and classmates' coping strategies positively predicted psychological distress in the third year. Second, students with poor mental health in their second year experienced worsened psychological distress in their third year due to class competition structure. Third, students’ academic competency did not predict their psychological distress, and class competition structure did not moderate the prediction. Fourth, individuals' educational expectation and coping strategy positively predicted their own psychological distress. The higher the educational expectation that peers had concerning future career, the more the individuals' educational expectation negatively predicted their psychological distress. Future research and practical guidance are also suggested.
期刊論文
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學位論文
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2.蕭博仁(2009)。探究教育程度與學校素質對薪資所得之影響--以台灣的高等教育為例(碩士論文)。國立成功大學。  延伸查詢new window
圖書
1.Hill, P.(2010)。Asia-Pacific secondary education system review series No.1: Examination systems。Bangkok, Thailand：UNESCO Bangkok。  new window
2.溫福星(2006)。階層線性模式：原理、方法與應用。臺北市：雙葉書廊。  延伸查詢new window
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其他
1.張苙雲(2003)。台灣教育長期追蹤資料庫：資料使用手冊【2011.12.01 版】、第三波（2005）與第四波（2007）高中職學生問卷，http://srda.cinica.edu.tw。  延伸查詢new window
2.張苙雲(2007)。臺灣教育長期追蹤資料庫：第三波高中職五專學生問卷【原始數據】，http://srda.cinica.edu.tw，(SRDAR012015002)。  延伸查詢new window
3.張苙雲(2009)。臺灣教育長期追蹤資料庫：第四波高中職五專學生問卷【原始數據】，http://srda.cinica.edu.tw，(SRDAR012015002)。  延伸查詢new window
4.教育部(2015)。第三期程高級中等學校評鑑校務評鑑表，http://qoi.nknu.edu.tw/TeachingEva/User/NewsData.aspx?newno=326893bce3ee-4a94-84b3-4edde1de0fe7。  延伸查詢new window
圖書論文
1.楊國樞、葉啟政(1979)。升學主義下的教育問題。台灣當前社會問題。台北：巨流。  延伸查詢new window
 
 
 
 
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