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研究生:李怡璇
研究生(外文):Yi-Hsuan Lee
論文名稱:社會支持課程對學習適應、人際關係與自我效能之實驗研究-以外籍配偶子女為例
論文名稱(外文):An Experimental Study of Social Support Curriculum on Learning Adjustment, Interpersonal Relationship and Self-Efficacy -The Children of Immigrant Mothers
指導教授:鄭芬蘭鄭芬蘭引用關係
指導教授(外文):Fin-Land Cheng
學位類別:碩士
校院名稱:國立屏東科技大學
系所名稱:幼兒保育系碩士班
學門:社會服務學門
學類:兒童保育學類
論文種類:學術論文
論文出版年:2006
畢業學年度:94
語文別:中文
論文頁數:165
中文關鍵詞:社會支持課程自我效能人際關係學習適應外籍配偶子女
外文關鍵詞:a curriculum of social supportlearning adjustmentinterpersonal relationshipself-efficacyChildren of Immigrant Mothers
相關次數:
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本研究目的在於發展社會支持課程,以及探討此課程是否可以提高外籍配偶子女的學習適應、人際關係與自我效能,進而針對未來國內外籍配偶子女實施社會支持課程提出相關的具體建議。根據過去相關的文獻探討,社會支持與自我效能、人際關係,以及學習適應這三者彼此之間有密切的關係。為探討此課程之教學效果,本研究採用「不等組前後測混合之準實驗設計」,實驗組來自東隆國小一年甲班至庚班的學生,全程參與教學活動,對照組選取內埔鄉內所國小。其中組別分實驗組與對照組,階段依前、後測、追蹤測,進行實驗效果評量。實驗組接受十二個單元六週的社會支持課程教學,而對照組沒有接受任何社會支持課程教學。在實驗教學活動前一週,這兩組分別接受前測,並以前測為評量實驗教學效果之基準。在實驗完成後第一週,進行後測,以作為立即效果評量之依據。教學後第三週,再進行追蹤測,並以後測為評量教學效果之基準,以作為延宕效果評量之依據。以「學習適應量表」、「人際關係量表」、「自我效能量表」為量化的研究工具。此外透過「社會支持課程學習單」、「社會支持課程回饋單」,以及「社會支持課程半結構式訪談單」「教學日誌」等質化分析,作為評鑑本研究實驗課程及實施成效的輔佐工具。
茲將主要研究結論摘要如下:
一、在量化研究結果為:
(一)社會支持課程對於增進外籍配偶子女在「學習適應」之實驗效果
「社會支持課程」對於「學習適應」具有立即與延宕效果,可見「社會支持課程」對於提升外籍配偶子女「學習適應」方面具有實驗效果。
(二)社會支持課程對於促進外籍配偶子女在「人際關係」之實驗效果
「社會支持課程」對於「師生關係」與「同儕關係」的表現上沒有差異,所以未達立即與延宕效果,而在整體的「人際關係」的表現上也同樣未達立即與延宕效果,可見「社會支持課程」未能提升外籍配偶子女「人際關係」方面的實驗效果。

(三)社會支持課程對於提升外籍配偶子女在「自我效能」之實驗效果
「社會支持課程」對於「操之在我」與「學習激勵」具有立即與延宕效果,而在整體的「自我效能」也同樣具有立即與延宕效果,可見「社會支持課程」對於提升外籍配偶子女「自我效能」方面具有實驗效果。
二、在質化研究結果為:
從實驗教學學習單、實驗教學回饋單,或者是從實驗教學訪談單、實驗教學日誌等質性資料分析結果顯示,本研究發展的社會支持課程適用於提升外籍配偶子女的自我效能與學習適應以及人際關係具有其適切。
綜合上述,從實驗效果的量化分析以及學習歷程表單回饋的質性分析結果,均支持本研究發展的社會支持課程對於提升外籍配偶子女的自我效能、學習適應與人際關係具有實驗效果。
The purpose of this study was to develop a curriculum of social support, and to explore whether this curriculum can raise school-children’s learning adjustment, interpersonal relationship, and self-efficacy so as to make available recommendations about the application of social support. According to the recent literature reviews, it was found that social support was closely associated with learning adjustment, interpersonal relationship, and self-efficacy, respectively. To evaluate the intervention effects of this curriculum, we took a non-equivalent pretest-posttest mixed design, where an experimental group - twenty-seven first-grade children from immigrant bride families at DongLong primary school - took a series of teaching activities for the curriculum of social support, which consisted of 12 units in four weeks, and a control group - thrity-one first-grade children from immigrant bride families at seven primary schools of Neipu, Pingtung County - didn’t take any teaching activities associated with this curriculum. Two groups both took three tests in learning adjustment, interpersonal relationship, and self-efficacy before teaching, one week after teaching, and three weeks after teaching. The three tests above had satisfactory content and construct validities, and internal consistency reliabilities. The intervention effects between the two groups were evaluated in the mixed design two-way analyses of variance. Regardless of one week or three weeks after teaching, highly significant intervention effects were found between two groups in self-efficacy, and learning adjustment, and the experimental group performed better in self-efficacy and learning adjustment than the control group; however, no significant intervention effects were found between two groups in interpersonal relationship. In addition, it was shown from not only those school-children’s tasks for learning assessment and feedbacks, but also the teacher’s interviews and journals for her teaching processes that it was appropriate for this curriculum of social support to raise school-children’s self-efficacy, learning adjustment, and interpersonal relationship.
摘要........................................................... I
Abstract...................................................... Ш
謝 誌....................................................... V
目 錄........................................................ VI
圖表索引....................................................... VШ
第一章 緒論............................................................. 1
第一節 研究動機.................................................. 1
第二節 研究目的.................................................. 4
第三節 待答問題.................................................. 4
第四節 研究假設.................................................. 5
第五節 名詞釋義.................................................. 7
第二章 文獻探討.................................................. 9
第一節 社會支持與實驗課程之探討.................................... 9
第二節 社會支持與自我效能之探討.................................... 16
第三節 社會支持與人際關係之探討.................................... 23
第四節 社會支持與學習適應之探討.................................... 29
第五節 社會支持之綜合討論......................................... 34
第三章 研究方法.................................................. 37
第一節 研究架構與設計............................................. 37
第二節 研究對象.................................................. 41
第三節 實驗教學課程............................................... 43
第四節 研究工具.................................................. 47
第五節 實施程序.................................................. 60
第六節 資料處理與分析............................................. 62
第四章 研究結果與討論............................................. 65
第一節 社會支持課程對學習適應之立即及延宕影響........................ 65
第二節 社會支持課程對人際關係之立即及延宕影響........................ 70
第三節 社會支持課程對自我效能之立即及延宕影響........................ 76
第四節 社會支持課程的適切性........................................ 87
第五章 結論與建議................................................. 111
第一節 結論...................................................... 111
第二節 建議...................................................... 113
參考文獻........................................................ 117
附錄一 社會支持課程與學習單.................................... 125
附錄二 國小一年級學童學習適應量表(預試版)....................... 150
附錄三 國小一年級學童學習適應量表(正式版)....................... 151
附錄四 學習適應正式量表之信度分析結果............................ 152
附錄五 國小一年級人際關係量表(預試版).......................... 153
附錄六 國小一年級人際關係量表(正式版).......................... 155
附錄七 人際關係正式量表之信度分析結果............................ 156
附錄八 國小一年級自我效能量表(正式版).......................... 157
附錄九 國小一年級自我效能量表(正式版).......................... 159
附錄十 自我效能正式量表之信度分析結果............................ 160
附錄十一 社會支持活動課程回饋單................................... 161
附錄十二 半結構式訪談單大綱...................................... 163
作者簡介........................................................ 165
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