大學生「關懷自身」之調查研究－大學生關心自己哪些事？
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2017-06-??
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國立臺灣師範大學教育心理學系
Department of Educational Psychology, NTNU
Department of Educational Psychology, NTNU
Abstract
「關懷自身」源自Foucault 與Noddings 對自我概念、自我發現、自我實踐、自我形塑等概念。本研究旨在探討大學生關懷自身之現況及其相關因素，以自編「大學生關懷自身量表」對1,361位大學生進行調查研究。並以描述性統計、單因子多變項分析、薛費多重比較分析法進行資料處理與分析。研究結果發現：（1）大學生關懷自身之向度包含出路、學習、精神、身體、及休閒五個層面，並以精神層面之關心程度最高，此可能與太陽花學運提供討論氛圍有關。（2）大學生關懷自身之層面因其年級、性別、宗教信仰、學校所在地、及學院別而有顯著差異，但不因就讀學校公私立別及學生社經背景而有顯著性差異。與Noddings 所提出關懷自身之層面相比較，本研究發現臺灣大學生關懷自身之向度，多了「學習」，且精神層面不含宗教，此可能與學習是大學生的顯著角色及美國、臺灣間文化差異有關。根據研究發現，本研究提出大學生可多與他人對話、大學教師可採取議題中心取向教學、大學可建構資訊平台等建議，來增進大學生對自身之關懷。
Caring-for-self, which originates from the concepts of Foucault and Noddings, explores the self-concept, self-discovery, self-performance, and self-shaping. This study investigated the current status of undergraduate caring-for-self and explored the differences in caring-for-self of undergraduates with diverse backgrounds. In total, 1,361 undergraduates participated in this study, which used the Caring-for-Self Inventory for Undergraduates as a valid and reliable instrument. The data obtained were statistically analyzed using descriptive statistics and a multivariate analysis of variance. The caring-for-self of the undergraduates surveyed was categorized into 5 dimensions: career, learning, spiritual, physical, and recreational. Among the 5 dimensions, the spiritual dimension was the most cared-for dimension of undergraduates, likely because of the influence of the Sunflower Student Movement which provided active discussion environment for undergraduates. Significant differences in undergraduate caring-for-self were observed for factors of grade, gender, religion, school location, and college. However, school sponsor and socioeconomic status factors revealed no significant difference on students’ caring-for-self. Compared with Noddings’s 4 vital concerns of peoples’ caring-for-self, undergraduate caring-for-self in this study contains an additional learning dimension and excludes religion from the spiritual dimension. The added learning dimension indicated the salient role of undergraduates, whereas the absence of religion from the spiritual dimension may result from the cultural differences between the United States and Taiwan. This study offers 4 suggestions for undergraduates, educators, and university administrators and further researches respectively.
Caring-for-self, which originates from the concepts of Foucault and Noddings, explores the self-concept, self-discovery, self-performance, and self-shaping. This study investigated the current status of undergraduate caring-for-self and explored the differences in caring-for-self of undergraduates with diverse backgrounds. In total, 1,361 undergraduates participated in this study, which used the Caring-for-Self Inventory for Undergraduates as a valid and reliable instrument. The data obtained were statistically analyzed using descriptive statistics and a multivariate analysis of variance. The caring-for-self of the undergraduates surveyed was categorized into 5 dimensions: career, learning, spiritual, physical, and recreational. Among the 5 dimensions, the spiritual dimension was the most cared-for dimension of undergraduates, likely because of the influence of the Sunflower Student Movement which provided active discussion environment for undergraduates. Significant differences in undergraduate caring-for-self were observed for factors of grade, gender, religion, school location, and college. However, school sponsor and socioeconomic status factors revealed no significant difference on students’ caring-for-self. Compared with Noddings’s 4 vital concerns of peoples’ caring-for-self, undergraduate caring-for-self in this study contains an additional learning dimension and excludes religion from the spiritual dimension. The added learning dimension indicated the salient role of undergraduates, whereas the absence of religion from the spiritual dimension may result from the cultural differences between the United States and Taiwan. This study offers 4 suggestions for undergraduates, educators, and university administrators and further researches respectively.