「框架效應」對國中學生創新行為方案選擇傾向及其相關因素之研究

Abstract

本研究在探討框架效應對國中學生創新行為方案選擇傾向，及在背景變項上的差異。本研究以基北區國中生為研究對象，共370位，並以自編問卷（國中學生行為方案選擇傾向）、國中學生創造性傾向問卷作為研究工具。量表所得資料經描述性統計、卡方檢定、獨立樣本t考驗等統計方法進行分析本研究結果如下所示： 一、在中性情境中，不論「屬性框架」是正面或負面語詞皆讓國中學生傾向選擇創新行為方案。 二、在負面情境中，正面語詞的「屬性框架」會讓國中學生傾向選擇傳統行為方案;負面語詞的「屬性框架」讓國中學生傾向選擇創新行為方案。 三、在正面情境中，負面語詞的「屬性框架」讓國中學生傾向選擇創新行為方案。 四、在正面情境中，正面語詞的「屬性框架」不會讓國中學生顯著的傾向選擇傳統行為方案。 五、「國中學生創新行為選擇傾向」對「創造性傾向」與其部分向度有相關性。 六、不同學校與在家排行序對「國中學生創新行為選擇傾向」在特定情境與屬性框架下有顯著差異。 七、雙親教育程度與學校區域的不同對國中學生創造性人格發展有顯著差異。 根據上述研究結果，研究者提出數點對教學、輔導及未來研究上的建議，以供教師和父母參考。

The purpose of this research is to explore the impact of framing effects on tendency toward choices of innovative behavior within junior high school students and differences of sexes, schools, parental education and birth order. The study adopted survey research design, and the sample including 370 participants from junior high school students in the district of Keelung and Taipei. The instruments used in this study including self-made “tendency toward choices of Junior School Students’ behavior program”, and “Junior High School Students’ Innovative tendency survey”. All of collected data were analyzed by descriptive statistics, chi-square, independent-sample t-test. The results were found as following:

1. In the neutral situation, in spite of attribute framing is positive or negative wordings, it makes junior school students tend to choose innovative behavior program. 2. In the negative situation, attribute framing of the positive wordings makes junior school students choose traditional behavior program, instead of one of the negative wordings makes them choose innovative behavior program. 3. In the positive situation, attribute framing of the negative wordings significantly let them choose innovative behavior program . 4. In the positive situation, the positive wordings don’t let them significantly let them choose traditional behavior program . 5. A impact of tendency toward choices of innovative behavior within junior high school students is significantly related to innovative tendency and its partial dimensions. 6. There are significant differences in schools birth order of the special situation and attribute of tendency toward choices of innovative behavior within junior high school students. 7. There are significant differences in parental education and school district of junior high school students’ innovative personality development. According to the above outcomes, the investigator proposed several suggestions about educational guidance and further studies to teachers and parents for guidance.