國中露營課程對青少年自我效能影響之研究---以台北縣某國中為例

Abstract

本研究主要目的在探討露營課程的實施，對青少年自我效能的覺知情形是否有無影響。研究方法採單組前後測準實驗設計，以臺北縣某國中34名七年級學生為研究對象，接受為期十週的九單元課程，以每節45分鐘，每週2節課，非連排的授課方式，共計18節課來實施，並於課程結束後，旋即舉辦一個兩天一夜的露營活動。 本研究採用陳李綢與蔡順良(2006)所發展之「青少年多向度自我效能量表」為量化資料的評量工具，於實驗課程進行前與進行後，分別進行前、後測，所得資料以成對樣本t檢定(paired-samples T test)進行統計處理，並分析「整體活動回饋表」、「課堂觀察記錄表」、「教師省思札記」及「小隊誌」為質性的輔佐資料，以深入瞭解教學實驗之效果。 主要發現如下： 一、露營課程較能增進「低自我效能」學生之「自我效能」。 二、露營課程能提升青少年自我效能，但效果有限。僅對「學習表現效能」有顯著之提升效果，對「體能表現效能」、「人際效能」、「生涯效能」、「積極正向心態」則未有顯著之提升效果。 三、實驗組學生對露營課程的看法持正向且肯定的態度，對「動手做」的單元持有較高的興趣，覺得此課程的學習是很有收穫的，認為此課程對生活有幫助，會把所習得的相關知識與技能運用在日常生活中。 最後研究者根據研究結果加以討論，提出具體建議，以做為未來學校教育及相關研究之參考。

The purpose of this research is to explore whether the practice of camping courses has influence over adolescents’ awareness of self-efficacy. The method of the research is one-group pretest-posttest quasi-experimental design. The subjects are 34 seventh-grade students from a junior high school in Taipei County, who received a nine-unit course over a period of ten weeks. The course was conducted in two non-consecutive sessions each week, each of which lasted for 45 minutes. There were 18 sessions in total. An overnight camping was held right after the course was finished. The research took “Adolescent Multi-Domain Self-Efficacy Scale” developed by Chen and Tsai (2006) as the evaluation tool for quantified data. Pretest and posttest were respectively conducted before and after the experimental course. The data collected were analyzed with paired-samples t-test. Supportive qualitative data like “overall-activity feedback forms”, “observation record in the class”, “journals of teacher’s reflections”, “team journals”, etc., were analyzed to further understand the effects of the experimental course. The main findings are: 1.The camping course can improve “self-efficacy” of the students with “low self-efficacy”. 2.The camping course can enhance the adolescents’ self-efficacy, though with limited effects. It only significantly enhanced “self-efficacy of learning”, but not “self-efficacy f physical fitness”, “efficacy of interpersonal relationship”, “efficacy of career”, and “active and positive mindset”. 3.The students in the experimental group hold positive and affirmative attitude toward the camping course. They have higher interest to “hand-on” unit, regard the learning of the course as rewarding, and will employ in their daily life the related knowledge and skills they learned. In the end, the researcher made discussion based on the research findings, and proposed concrete suggestions for references of future school education and related researches.