高職生知識信念、學習動機暨焦點解決短期諮商輔導效果之研究

Abstract

本研究分調查及實驗研究兩大部分，主要目的有五：一是在瞭解高中職學生在知識信念與學習動機量表上的差異情形。二是分析不同背景變項的高職生在知識信念與學習動機量表上的差異情形。三是探究高職生知識信念與學習動機量表間的相關情形。四是比較接受/未接受焦點解決短期諮商的學生其知識信念與學習動機上的差異情形。五是探究接受焦點解決短期諮商的學生在知識信念與學習動機上想法與轉變情形。以提供高職教師及相關教育工作者作為輔導學生之依據。

本研究研究對象分為兩大部分：調查研究部分為台北縣兩所高中職，共12個班，463名學生為研究對象；實驗處理採用「焦點解決短期諮商」的個別諮商，以台北市一所高職學生，共37名學生為研究對象。本研究先藉由知識信念量表與學習動機量表為測量工具，瞭解學生在知識信念與學習動機量表上的差異情形，並藉由「焦點解決短期諮商」的介入，來探討學生在知識信念與學習動機的轉變情形。

研究結果發現：一、高中生在知識信念量表上的「知識簡單性」、「知識確定性」優於高職生。二、高職生在學習動機量表上的「價值」面向優於高中生。三、不同背景變項（性別、年級）之高職生在知識信念與學習動機量表上並無差異。四、高職學生的知識信念與學習動機存有正相關。五、實施「焦點解決短期諮商」後，實驗組學生在知識信念與學習動機量表上分數高於控制組學生。六、實施「焦點解決短期諮商的實驗輔導介入」有助於實驗組學生在知識信念與學習動機上的調整。

最後，研究者歸納及討論研究結果，提供輔導及相關教育工作者及未來研究之參考。Investigation and experimentation are two major parts in this research , which aims : 1. to explore the difference between the senior high school students and vocational high school students in terms of their epistemological belief and learning motivation; 2. to study the effects of the demographic variables on the epistemological belief and learning motivation of the vocational high school students; 3. to discover the relationship between the epistemological belief and learning motivation of the vocational high school students; 4. to evaluate the effects of the solution-focused brief counseling on the vocational high school students; 5. to investigate the change in epistemological belief and learning motivation.

The research is composed of two parts. 463 senior and vocational high school students in the Taipei County were surveyed; meanwhile the solution-focused brief counseling was employed within the focused experimental group and intervened to investigate the change in epistemological belief and learning motivation.

The research findings indicate: 1. in regard to the epistemological simplicity and epistemological certainty, the senior high school students perform better than the vocational high school students; 2. the vocational high school students have stronger learning motivation; 3. demographic variables – sex and age, are not significant predictors for the epistemological belief and learning motivation; 4. a positive relationship between the epistemological belief and learning motivation of the vocational school students exists; 5. experimental group students perform better than the control group students in terms of the epistemological belief and learning motivation; 6. the solution-focused brief counseling enhances the adjustment in the epistemological belief and learning motivation.

Research findings are concluded and implications for the educators and future researches are proposed in the final chapter.