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研究生:吳育沛
研究生(外文):Yu-Pei Wu
論文名稱:國小輔導教師多元文化輔導知能覺察與輔導自我效能之相關研究
論文名稱(外文):A study on relationship between multicultural guidance knowledge-skill awareness and guidance self-efficacy of elementary school guidance-teachers
指導教授:林世華林世華引用關係
學位類別:碩士
校院名稱:國立臺灣師範大學
系所名稱:教育心理與輔導學系
學門:教育學門
學類:綜合教育學類
論文種類:學術論文
論文出版年:2007
畢業學年度:95
語文別:中文
論文頁數:146
中文關鍵詞:國小輔導教師新移民多元文化輔導知能覺察輔導自我效能
外文關鍵詞:elementary school guidance-teachersnew immigrantmulticultural guidance knowledge-skill awarenessguidance self-efficacy
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本研究旨在瞭解國小輔導教師多元文化輔導知能覺察與輔導自我效能之相關情形。係以臺北市、臺北縣之國小輔導教師為研究對象,採取立意抽樣的方法,以學校為單位,隨機抽取臺北縣市的國民小學,實際有效樣本人數共169人。
本研究採用問卷調查法進行資料收集,所採用之研究工具包括:「個人基本資料」、「國小輔導教師多元文化輔導知能覺察量表」及「國小輔導人員輔導自我效能量表」。調查所得資料以t考驗、單因子多變項變異數分析、單因子單變項變異數分析、典型相關分析等統計方法進行處理。主要研究結果如下:
一、國小輔導教師自覺在多元文化輔導知能覺察部分屬於中上程度。以「多元文化輔導信念與態度」最高,其次依序為「多元文化輔導技能」與「多元文化輔導知識」。
二、國小輔導教師自覺在輔導自我效能部分屬於中上程度。「輔導自我效能」狀況由高而低,依序為「輔導工作價值效能」、「輔導技巧效能」、「輔導推展效能」、「輔導過程效能」、「輔導工作能力效能」。
三、不同年齡組、婚姻狀況、服務年資、職務與接觸新移民子女人數之台北縣市國小輔導教師,其多元文化輔導知能覺察有明顯差異。
四、不同性別、學歷、輔導背景、研習時數之台北縣市國小輔導教師,其多元文化輔導知能覺察無差異。
五、不同性別、年齡組、職務之台北縣市國小輔導教師,其輔導自我效能有差異。
六、不同婚姻狀況、服務年資、學歷、輔導相關背景、研習時數、接觸新移民子女人數之台北縣市國小輔導教師,其輔導自我效能沒有差異。
七、國小輔導教師的多元文化輔導知能覺察與輔導自我效能有顯著相關。
最後,研究者根據本研究結果加以討論,並提出具體建議供教育行政機關、國小輔導教師及未來研究之參考。
The purpose of the study is to investigate the relationship between multicultural guidance knowledge-skill awareness and guidance self-efficacy of elementary school guidance-teachers. By using random sampling, a total of 169 guidance-teachers was chosen from elementary schools in Taipei city and Taipei county.
In the present study data were collected through a survey method. Instruments including Basic Information Inventory, Multicultural Guidance Knowledge-Skill Awareness Scale and Guidance-Teachers’ Self-Efficacy Scale. Data obtained in this study were analyzed by t-test, one-way ANOVA, one-way MANOVA, canonical correlation. The conclusions of this study are as follows:
1. The multicultural guidance knowledge-skill awareness of elementary school guidance-teachers is above middle degree. Score on the belief and attitudes is the highest and the knowledge is the least.
2. The guidance self efficacy of elementary school guidance-teachers is above middle degree. Score on the guidance efficacy value is the highest and guidance efficacy competency is the least.
3. Concepts of multicultural guidance knowledge-skill awareness is significantly different among elementary school guidance-teachers of different ages, marriage, guidance experience, function, contact with new immigrant children.
4. Concepts of multicultural guidance knowledge-skill awareness is not significantly different among elementary school guidance-teachers of different sex, antecedent, majored in counseling or guidance, further education.
5. Concepts of guidance self-efficacy is significantly different among elementary school guidance-teachers of different sex, ages, function.
6. Concepts of guidance self-efficacy is not significantly different among elementary school guidance-teachers of different marriage, guidance experience, antecedent, majored in counseling ,further education, contact with new immigrant children.
7. Canonical correlation was found between multicultural guidance knowledge-skill awareness and guidance self-efficacy of elementary school guidance-teachers.
Suggestions and implications of the results were discussed for related educational authorities, elementary school guidance and further research.
中文摘要
英文摘要

第一章 緒論 1
第一節 研究動機 1
第二節 研究目的與問題 6
第三節 研究假設 7
第四節 名詞釋義 8

第二章 文獻探討 9
第一節 我國國小輔導工作之新挑戰 9
第二節 多元文化諮商與輔導議題及其相關研究 19
第三節 輔導自我效能議題與其相關研究 33

第三章 研究方法 46
第一節 研究架構 46
第二節 研究對象 47
第三節 研究工具 51
第四節 研究程序 60
第五節 資料處理 61

第四章 研究結果 62
第一節 國小輔導教師多元文化輔導知能覺察與輔導自我效能之現況分析 62
第二節 國小輔導教師輔導自我效能之現況分析 63
第三節 國小輔導教師多元文化輔導知能覺察之分析 64
第四節 國小輔導教師輔導自我效能之分析 79
第五節 國小輔導教師之多元文化輔導知能覺察與輔導自我效能之相關分析 95

第五章 討論 98
第一節 國小輔導教師多元文化輔導知能覺察及輔導自我效能之現況探討 98
第二節 不同背景變項國小輔導教師在多元文化輔導知能覺察差異情形之討論 100
第三節 不同背景變項國小輔導教師在輔導自我效能差異情形之討論 107
第四節 國小輔導教師多元文化輔導知能覺察與輔導自我效能相關情形之討論 112

第六章 結論與建議 114
第一節 結論 114
第二節 建議 120

參考文獻 124
一、中文部分 124
二、西文部分 127

附錄135
附錄一 研究工具使用同意書135
附錄二 預試問卷136
附錄三 正式問卷141



表 次

表2-2-1 多元文化諮商能力標準矩陣 23
表3-2-1 預試有效樣本之摘要表 47
表3-2-2 預試有效樣本之人數分配表 48
表3-2-3 有效樣本基本資料表 50
表3-3-1 「多元文化輔導知能覺察量表」預試量表項目分析結果摘要表 53
表3-3-2 「國小輔導教師多元文化輔導知能覺察量表」驗證性因素分析結果摘要表 56
表3-3-3 「國小輔導教師多元文化輔導知能覺察量表」信度分析結果摘要表 57
表3-3-4 「國小輔導人員輔導自我效能量表」信度分析結果摘要表 58
表3-3-5 「國小輔導人員輔導自我效能量表」信度分析結果摘要表 59
表4-1-1 國小輔導教師多元輔導知能覺察之現況分析摘要表 62
表4-2-1 國小輔導教師輔導自我效能之現況分析摘要表 63
表4-3-1 不同性別之國小輔導教師多元文化輔導知能覺察各分量表分數之平均數與標準差 65
表4-3-2 不同性別國小輔導教師之多元文化輔導知能覺察各分量表分數之多變項變異數分析摘要表 65
表4-3-3 不同年齡組之國小輔導教師之多元文化輔導知能覺察各分量表分數之平均數與標準差 66
表4-3-4 不同年齡組之國小輔導教師之多元文化輔導知能覺察各分量表分數之多變項變異數分析摘要表 66
表4-3-5 不同年齡組之國小輔導教師在多元文化輔導知能覺察各分量表分數之單變項變異數分析及事後比較 67
表4-3-6 不同婚姻狀況之國小輔導教師多元文化輔導知能覺察各分量表分數之平均數與標準差 68
表4-3-7 不同婚姻狀況國小輔導教師之多元文化輔導知能覺察各分量表分數之多變項變異數分析摘要表 68
表4-3-8 不同婚姻狀況之國小輔導教師在多元文化輔導知能覺察各分量表分數之單變項變異數分析及事後比較 68
表4-3-9 不同服務年資之國小輔導教師多元文化輔導知能覺察各分量表分數之平均數與標準差 70
表4-3-10 不同服務年資之國小輔導教師之多元文化輔導知能覺察各分量表分數之多變項變異數分析摘要表 70
表4-3-11 不同服務年資之國小輔導教師在多元文化輔導知能覺察各分量表分數之單變項變異數分析及事後比較 70
表4-3-12 不同學歷之國小輔導教師多元文化輔導知能覺察各分量表分數之平均數與標準差 71
表4-3-13 不同學歷之國小輔導教師之多元文化輔導知能覺察各分量表分數之多變項變異數分析摘要表 71
表4-3-14 不同輔導背景之國小輔導教師多元文化輔導知能覺察各分量表分數之平均數與標準差 72
表4-3-15 不同輔導背景之國小輔導教師之多元文化輔導知能覺察各分量表分數之多變項變異數分析摘要表 73
表4-3-16 不同職務之國小輔導教師多元文化輔導知能覺察各分量表分數之平均數與標準差 74
表4-3-17 不同職務之國小輔導教師之多元文化輔導知能覺察各分量表分數之多變項變異數分析摘要表 74
表4-3-18 不同職務之國小輔導教師在多元文化輔導知能覺察各分量表分數之單變項變異數分析及事後比較 74
表4-3-19 不同研習時數之國小輔導教師多元文化輔導知能覺察各分量表分數之平均數與標準差 75
表4-3-20 不同研習時數之國小輔導教師之多元文化輔導知能覺察各分量表分數之多變項變異數分析摘要表 76
表4-3-21 不同接觸新移民子女人數之國小輔導教師多元文化輔導知能覺察各分量表分數之平均數與標準差 77
表4-3-22 不同接觸新移民子女人數之國小輔導教師之多元文化輔導知能覺察各分量表分數之多變項變異數分析摘要表 77
表4-3-23 不同接觸新移民子女人數之國小輔導教師在多元文化輔導知能覺察各分量表分數之單變項變異數分析及事後比較 78
表4-4-1 不同性別之國小輔導教師輔導自我效能各分量表分數之平均數與標準差 80
表4-4-2 不同性別之國小輔導教師輔導自我效能各分量表分數之多變項變異數分析摘要表 80
表4-4-3 不同性別之國小輔導教師在輔導自我效能各分量表分數之單變項變異數分析及事後比較 81
表4-4-4 不同年齡組之國小輔導教師之輔導自我效能各分量表分數之平均數與標準差 82
表4-4-5 不同年齡組之國小輔導教師之輔導自我效能各分量表分數之多變項變異數分析摘要表 83
表4-4-6 不同年齡組之國小輔導教師在輔導自我效能各分量表分數之單變項變異數分析及事後比較 83
表4-4-7 不同婚姻狀況之國小輔導教師輔導自我效能各分量表分數之平均數與標準差 84
表4-4-8 不同婚姻狀況國小輔導教師之輔導自我效能各分量表分數之多變項變異數分析摘要表 84
表4-4-9 不同服務年資之國小輔導教師輔導自我效能各分量表分數之平均數與標準差 85
表4-4-10 不同服務年資之國小輔導教師之輔導自我效能各分量表分數之多變項變異數分析摘要表 85
表4-4-11 不同學歷之國小輔導教師輔導自我效能各分量表分數之平均數與標準差 86
表4-4-12 不同學歷之國小輔導教師之輔導自我效能各分量表分數之多變項變異數分析摘要表 87
表4-4-13 不同輔導背景之國小輔導教師輔導自我效能各分量表分數之平均數與標準差 88
表4-4-14 不同輔導背景之國小輔導教師之輔導自我效能各分量表分數之多變項變異數分析摘要表 89
表4-4-15 不同職務之國小輔導教師輔導自我效能各分量表分數之平均數與標準差 90
表4-4-16 不同職務之國小輔導教師之輔導自我效能各分量表分數之多變項變異數分析摘要表 90
表4-4-17 不同職務之國小輔導教師在輔導自我效能各分量表分數之單變項變異數分析及事後比較 91
表4-4-18 不同研習時數之國小輔導教師輔導自我效能各分量表分數之平均數與標準差 92
表4-4-19 不同研習時數之國小輔導教師之輔導自我效能各分量表分數之多變項變異數分析摘要表 93
表4-4-20 不同接觸新移民子女人數之國小輔導教師輔導自我效能各分量表分數之平均數與標準差 94
表4-4-21 不同接觸新移民子女人數之國小輔導教師之輔導自我效能各分量表分數之多變項變異數分析摘要表 94
表4-5-1 典型相關分析摘要表 95


圖 次

圖3-1-1 研究架構圖 46
圖4-5-1 典型相關分析徑路圖 96
一、中文部分
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白慧娟(民84),第四勢力-多文化諮商與治療。諮商與輔導,112,5-8。
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15. 鄧志平(民85)。文化價值觀與諮商專業工作。諮商與輔導,126,34-36。
 
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