凝聽生命的高歌與低吟：音樂資優生生涯之敘說研究

Abstract

本研究旨在透過敘說分析，探究音樂資優生的生涯發展、生涯阻隔與因應，及其在敘說中對自身生涯的相關反思。本研究參與者為兩位具有音樂資優教育學習背景，且現職為音樂相關工作者。研究者透過敘說訪談，對兩位音樂資優生進行相關的資料蒐集，並依據Lieblich等人（1998/2008）所提出的「整體–內容」與「類別–內容」敘說分析模式，重述兩位音樂資優生的生命故事，並進行文本分析，撰寫研究結果。本研究之發現與結論如下：一、兩位音樂資優生的生命故事主題脈絡，呈現出他們個別獨特的生涯發展過程，然經歸納與分析可得到相似的生涯發展歷程，依序為「學音樂之前的早期記憶呈現個人生涯發展的關鍵」、「學習音樂才藝是童年的必經過程」、「由父母主導報考音樂班」、「跌跌撞撞的音樂班學習之路」、「大學是決定生涯道路的開始」、「畢業後進入研究所或步入職場的生涯選擇」、「開展以音樂為主的職業生涯」與「以音樂成就自己、或成就婚姻家庭與下一代」。二、兩位音樂資優生的生涯阻隔經驗可歸類出與「個人特質、能力與興趣」、「家庭經濟與教養」、「重要他人期望」、「教育制度與學習環境」、「就業環境與資源」以及「社會性別刻板印象」相關之六個類別。在生涯阻隔因素中，「個人心理/態度因素」反映出音樂資優生的個人特質與內在的狀態，對學習、人際與工作的影響；「個人背景/環境因素」主要反映在音樂資優教育制度與學習環境，對音樂資優生的影響；「外在社會/人際因素」，反映出重要他人與性別刻板印象，對音樂資優生具決定性與長遠影響。三、兩位音樂資優生面對不同的生涯阻隔情境下，會使用不同的因應策略。在運用因應策略的取向中，「以問題為中心」的因應策略使用最多涵蓋了大部分的生涯阻隔類別，顯示音樂資優生面對阻隔狀況時，仍能以比較理性的方式來思考問題，與擬定解決方式；「以情緒為中心」的策略運用，較多以正向的自我控制與情感調節為主，較少有情緒發洩；「以避免/迴避為中心」的策略運用最少，這部分也可能反映出音樂資優生無法獨力解決學習與霸凌的問題，因此選擇迴避策略。四、兩位音樂資優生在敘說中的生涯反思，包括自己的成長背景、求學歷程、專業音樂學習過程、現階段的職業與生活狀態、對未來自己的期望，以及與音樂資優教育相關的反思及抒發。最後，本研究依據上述之結果與結論，提出向音樂資優生、家庭、學校與教師，以及未來的研究者相關之建議。The aim of this study is to explore the career development, career barriers and coping strategies of musically gifted students through the narrative analysis, as well as their reflections on their careers.Two participants with backgrounds in musically gifted education who are currently working in music-related professions. Through narrative interviews, data were collected from the participants. Based on Lieblich et al.’s (1998/2008) “holist-content” and “categorical-content” narrative analysis model, the researcher restoried the life stories of two participants, and analyzed the text, and completed the study.The results and conclusions of this study are as follows:1. The context of the two participants’ life story themes present their unique career development. However, a similar career development trajectory can be identified through summarization, sequentially as “Early memories before music education as key to personal career development,” “The essential process of learning music during childhood,” “Parental influence in enrolling in musically gifted classes,” “Barriers and challenges faced during the process on musically gifted classes,” “The starting of shaping career paths during the university,” “Career decisions of continuing graduates school or entering the workforce after graduation,” “The establishment of careers primarily centered on music,” and “Fulfilling personal achievement, or achieving accomplishment in marriage, family, and future generation through music.”2. The career barriers of two participants can be classified into six categories: “Personal traits, abilities, and interests,” “Family economy and education,” “Expectations of significant others,” “Educational system and environment,” “Job market and environment,” and “Social culture and public expectations.”3. In the career barriers, the “personal psychological/attitude factors” reflect the personality and internal states of musically gifted students, impacting their learning, interpersonal relationships, and work. The “personal background/environment factors” primarily reflect the influence of the musically gifted education system and learning environment on musically gifted students. The “social/interpersonal factors” reflect the decisive and long-term impact of significant others and gender stereotypes on musically gifted students.4. When facing different career barrier situations, the two musically gifted students use different coping strategies. Among these coping strategies, the"problem-focused" approach is used the most, covering most categories of career barriers. This shows that musically gifted students can think rationally and devise solutions when facing barriers. The "emotion-focused" strategy mainly involves positive self-control and emotional regulation, with less emotional venting. The "avoidance-focused" strategy is used the least, which may also reflect that musically gifted students cannot independently solve learning and bullying issues, thus choosing avoidance strategies.5. Both participants engaged in reflections on their careers during the interview process and after reviewing their life stories. The reflections include their personal growth, education, the process of professional music learning, current occupation and life status, expectations for their future, as well as other reflections and expressions related to musically gifted education.Finally, the study presents the conclusions based on the results and provide suggestions for musically gifted students, families, schools, instructors, and future researchers.