大學轉學生轉學適應與復原力之敘事研究

Abstract

本研究旨在探討大學轉學生的轉學適應與復原的經驗。研究以立意取樣，邀請四位從四年制大學轉學至另一所四年制大學、曾在大學轉學後面臨適應的困難，並已從中復原之大學轉學生參與研究。有二男二女，年齡介於21—23歲、就讀於大學三年級到五年級之間。研究者設計訪談大綱，以半結構式訪談進行資料蒐集，並透過敘事研究中「整體—內容」、「整體—形式」、「類別—內容」之研究方法進行資料分析，以了解大學轉學生的轉學與適應經驗、轉學動機、轉學過程及轉學後所面臨挑戰，以及幫助大學轉學生適應的復原力類別與內涵。研究結果如下：（一）大學轉學生在轉學後的第一個學期受適應問題衝擊較大，且可能面臨多元的問題與挑戰；轉學後適應的狀況可能受轉學前的期待與轉學後生活間的落差所影響。（二）大學轉學生的轉學動機包含：高中有明確目標、考試失利、原校園環境不符期待、證明自己、家庭因素、較好的生涯發展等六項因素。（三）大學轉學生在轉學過程與轉學後面臨許多挑戰，包含：課業、人際、身心、與學校連結、其他因素等五個層面。（四）幫助大學轉學生適應的復原力內涵豐富，可分為外部與個人兩向度，其中包含：外在關係支持、外部資源連結、個人因應方式、個人特質與信念等四個類別。最後根據研究結果提出具體建議，供欲轉學大學生、已轉學大學生、大專院校心理師、學校相關人員與未來研究者作為參考。The purpose of this study is to investigate the adjusting and resilient experiences of transfer students. The research method is purposive sampling, in which four undergraduate participants who had transferred from one university to another were invited. Participants had suffered from transfer adjustment but recovered from it prior to the research, including two males and two females aged 21 to 23, who was studying from the third to the fifth year in university. The design of the discussion guide is to collect the qualitative data through semi-structured interviews. The data analysis method is holistic-content, holistic-form and categorical-content approach of narrative research.The results of the study are as follows. First, transfer students may encounter more serious adjustment problems, facing diverse issues and challenges during the first semester of the university compared to non-transfer students; the post-transfer adjustment may be affected by the gaps between pre-transfer expectations and post-transfer life. Second, motivation to transfer can include six factors: clear goals in high school, failing in the exam, not meeting expectations in the original campus environment, proving yourself, family factors, or better career development. Third, transfer students may face many challenges during transferring and post-transferring process, which can be divided into five aspects: academic, social, psychological, connecting with school, or others. Fourth, the resilience helping transfer students to recover from transfer adjustment was very abundant. It could be divided into external and personal dimensions, further classified into four categories: external relationship support, links to external resources, personal coping style, or personal traits and beliefs.The suggestions are based on the research results and would be provided to potential transfer students, transfer students, psychologists in universities, school related personnel and future researchers for references.