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題名 留級經驗的自我復原歷程之研究
Roles of grade repetition in self-resilience process
作者 梁淑儀
Leong, Sok I
貢獻者 邱美秀
Chiu, Mei-Shiu
梁淑儀
Leong, Sok I
關鍵詞 留級生
留級
留級經驗
自我復原力
自我復原歷程
生涯發展
Repeater
Grade retention
Grade retention experience
Self-Resilience
Self-Resilience process
Career development
日期 2016
上傳時間 1-Mar-2017 17:30:43 (UTC+8)
摘要 本研究乃第一篇深入研究澳門留級生及其復原歷程之資料。研究者以曾在小學或中學階段留級過一次或以上的成年人為研究對象，探討其自我復原歷程及後來生涯發展演進，由此得知其自我復原歷程的重要性。

本研究採質性研究方法中的敘事研究法，透過訪談與文件內容分析，深入探究留級生留級後的自我復原歷程之發展，以及其在遭遇困境時所產生之復原力。

本研究發現如下： 1. 本研究之留級生的自我復原歷程有混亂期、過渡期、復原期三個階段。 歷程不僅呈現多元性，也具有回溯性。本研究之留級生在面臨困境或壓力等危機時，能正向面對，啓動其自我復原力，達到正向適應的自我復原歷程。 2. 本研究之留級生的自我復原力來源來自於其人格特質、自我信念、因應策略、社會支持、積極復原態度及外界幫助。 3. 本研究之留級生的生涯發展過程有探索期、初始期、建立期、維持期、成熟期、圓滿期六期，這些歷程呈現多元性及具回溯性。

最後，研究者針對未來的研究者、教育工作者、留級生家長及留級生提出幾項建議。
This is the first in-depth research which studies of Macau grade repeaters and their self-resilience process. Researchers have studied the self-resilience process and their later career development in adults who have been once or above been suffered from grade retention in primary or secondary schools. Thus we can learn from the importances of their recovery processes.

This study uses narrative research method as the research methodology. This method is substantialized through interviews and analyses. Enables the investigator to find out the repeaters’self-resilience process, and their source of resilience after grade retention.

The findings of this study are as follows: 1. The recovery process is divided into 3 periods: the turmoil, transition, and recovery period. These stages not only contain diversity, but also retrospective. Positive attitude is the key factor which allows the repeater to cope with and get through the predicaments in different phases of their own recovery process. 2. The repeaters’ source of self-resilience depends on their personality, beliefs, crisis management skills, and the support from the social system. 3. The repeaters’s career development can be categorized into 6 stages: exploration, pre-maturation, establishment, maintenance, maturation, and completeness. These stages not only contain diversity, but also retrospective.

Lastly, the researcher offered several advices for future researchers, educators, parents of repeaters and repeaters themselves.
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阮邦球（2014）。澳門中學教育：回顧和展望。行政，66，1033-1052。
李明瑄（2015）。國小教師的生涯發展歷程與自我復原力之個案研究: 以一位私立小學教師為例。(未出版之碩士論文)。臺北市：國立臺北教育大學。
林幸台 (1989)。我國國小教師生涯發展之研究。國立台灣教育學院輔導學報，12， 265-297。
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張國祥、薛寶嫦、楊文佳（2012）。透過PISA 2003探討澳門15歲學生情意因素對留級的影響。澳門大學教育測驗與評核研究中心專題研究成果報告。取自http://www.umac.mo/fed/pisa/research%20reports/201204.pdf
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傅紹文（2010）。莫拉克颱風後災區青少年逆境感受、復原力、社會支持與焦慮、憂鬱情緒關係之探討。（未出版之碩士論文）。屏東縣：屏東科技大學。
郭珮婷（2005）。復原力理論介紹與應用。輔商與輔導，231，45-50。
樊雪春、樊雪梅、涂冠如、樊蓉（2009）。諮商輔導學辭典。台北：五南。
陳佩鈺、林杏足（2004）。高危險群青少年復原力之探討。輔導季刊，40（3），32-41。
陳雅鈴（2005）。貧窮學童復原力發展之個案研究。行政院國家科學委員會專題研究計畫成果報告(NSC93-2413-H-153-009)。屏東市：國立屏東教育大學。
陳志峰（2011）。澳門回歸十年非高等教育範疇大事記(1999.12-2009.12)。澳門：澳門中華教育會。
潘淑滿（2003）。質性研究理論與應用。台北：心理出版社。
澳門教育制度（1999）。澳門回歸【網站文字資料】。取自: http://www.dsec.gov.mo/Statistic,aspx?NodeGuid=77e4b03a-e3bb-4c58-81f9-36e18600ca43
澳門統計暨普查局（2007）。教育調查2006/2007。取自:
http://www.dsec.gov.mo/Statistic,aspx?NodeGuid=77e4b03a-e3bb-4c58-81f9-36e18600ca43
澳門統計暨普查局（2012）。教育調查2011/2012。取自: http://www.dsec.gov.mo/Statistic,aspx?NodeGuid=77e4b03a-e3bb-4c58-81f9-36e18600ca43
閻光才、李琳琳、許江雄、陳志峰、楊珮欣、劉霖、鄧姣婧（2014）。澳門留級制度研究專案報告書。澳門中華教育會委託之專題研究報告（編號：526.11 6008）。澳門：澳門中華教育會教育科學學院高等教育研究所。
蕭文（1999）。災變事件前的前置因素對心理復健的影響－復原力的探討與建構。測驗與輔導，156，3249-3253。
蕭文（2000）。災變事件前的前置因素與復原力在創傷後壓力症候反應心理復健上的影響。吳英璋「九二一震災心理復健學術研討會」發表之論文，彰化縣：國立彰化師範大學綜合中心。
蕭文（2001）。災變事件前的前置因素與復原力在創傷後壓力症候反應心理復健 上的影響。九二一震災心理復健學術研討會論文集，32-40。
戴昀、伊慶春（2008）。弱勢青少年的成長歷程：復原力的建構。2008年台灣人青少年成長歷程研究第二次學術研討會，臺北市：中央研究院社會學研究。

二、英文部分
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Anderson, G.E., Whipple, A.D., & Jimerson, S.R. (2002). Grade Retention Achievement and Mental Health Outcomes. Retrieved from http://www.naspcenter.org/principals/nasp_retent.pdf
Connor, K. M., & Davidson, J. R. (2003). Development of A New Resilience Scale: the Connor-Davidson Resiliencce Scale (CD-RISC). Depression & Anxiety, 18(2): 76-82.
Eisenmon, T. (1997). Reducing Repetition: Issues and Strategies. Paris: IIEP-UNESCO.
Eide, E. R., Showalter, M. H. (2001). The Effect of Grade Retention on Educational and Labor Market Outcomes. Economics of Education Review, 20(6): 563-576.
Flash F. (1997). The Power Bounce Back When the Going Get Tough from Resilience (P.13). New York: Hatherleigh Press.
Fredericks, J. A., Blumenfeld, P. C., Paris, A. H. (2004). School Engagement: Potential of the Concept, State of the Evidence. Review of Educational Research, 74, 59-109.
Glantz, M.D, & Johnson, J.L. (1999). Resilience and Development: Positive Life Adaptation. New York, USA: Kluwer Academic/ Plenum Publishers.
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Hill, M., Stafford, A., Seaman, P., Ross, N., & Daniel, B. (2007). Parenting and Resilience. York, England: Joseph Rowntree Foundation.
Holaday, M., & Mcphearson, R.W. (1997). Resilience and Severe Burns. Journal of Counseling and Development, 75, 346-356.
Howard, D, E. (1996). Searching for Resilience Among African-American Youth Exposed to Community Violence: Theoretical Issues. Journal of Adolescent Health, 18(4): 254-262.
Jeffrey, C., Alexander. (2012). Trauma: A Social Theory. UK, Cambridge: Polity Press.
Jordan, J. V. (2006). Relational Resilience in Girls. In S. Goldstein and R. B. Brooks (Eds.), Handbook of Resilience in Children. New York: Springer, 70-90.
Keith Morrison. (2009). School Inspection in Small States and Territories: An Overview and Case Study of Macau. Compare: A Journal of Comparative and International Education, 39(6): 751-767.
Kubler-Ross, E. (1969). On Death and Dying. New York: Macmillan.
Lewis, R.E. (1999). A Write Way: Fostering Resiliency During Transitions. Journal of Humanistic Counseling, Education & Development, 37, 200-212.
Luthar, S.S, Cicchetti, D., & Becker, B. (2000). The Construct of Resilience: A Critical Evaluation and Guidelines for Future Work. Child Development, 71(3): 543-562.
Luthar, S.S., Cicchetti, D., & Becker, B. (2000). Research on Resilience: Response to Commentaries. Child Development, 71(3): 573-575.
Luthar, S.S., & Goldstein, A. (2004). Children`s Exposure to Community Violence: Implications for Understanding Risk and Resilience. Journal of Clinical Child & Adolescent Psychology, 33(3): 499-505.
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描述 碩士
國立政治大學
教育學系
1011520152
資料來源 http://thesis.lib.nccu.edu.tw/record/#G1011520152
資料類型 thesis
dc.contributor.advisor 邱美秀zh_TW
dc.contributor.advisor Chiu, Mei-Shiuen_US
dc.contributor.author (Authors) 梁淑儀zh_TW
dc.contributor.author (Authors) Leong, Sok Ien_US
dc.creator (作者) 梁淑儀zh_TW
dc.creator (作者) Leong, Sok Ien_US
dc.date (日期) 2016en_US
dc.date.accessioned 1-Mar-2017 17:30:43 (UTC+8)-
dc.date.available 1-Mar-2017 17:30:43 (UTC+8)-
dc.date.issued (上傳時間) 1-Mar-2017 17:30:43 (UTC+8)-
dc.identifier (Other Identifiers) G1011520152en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/106967-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 教育學系zh_TW
dc.description (描述) 1011520152zh_TW
dc.description.abstract (摘要) 本研究乃第一篇深入研究澳門留級生及其復原歷程之資料。研究者以曾在小學或中學階段留級過一次或以上的成年人為研究對象，探討其自我復原歷程及後來生涯發展演進，由此得知其自我復原歷程的重要性。

本研究採質性研究方法中的敘事研究法，透過訪談與文件內容分析，深入探究留級生留級後的自我復原歷程之發展，以及其在遭遇困境時所產生之復原力。

本研究發現如下： 1. 本研究之留級生的自我復原歷程有混亂期、過渡期、復原期三個階段。 歷程不僅呈現多元性，也具有回溯性。本研究之留級生在面臨困境或壓力等危機時，能正向面對，啓動其自我復原力，達到正向適應的自我復原歷程。 2. 本研究之留級生的自我復原力來源來自於其人格特質、自我信念、因應策略、社會支持、積極復原態度及外界幫助。 3. 本研究之留級生的生涯發展過程有探索期、初始期、建立期、維持期、成熟期、圓滿期六期，這些歷程呈現多元性及具回溯性。

最後，研究者針對未來的研究者、教育工作者、留級生家長及留級生提出幾項建議。		zh_TW
dc.description.abstract (摘要) This is the first in-depth research which studies of Macau grade repeaters and their self-resilience process. Researchers have studied the self-resilience process and their later career development in adults who have been once or above been suffered from grade retention in primary or secondary schools. Thus we can learn from the importances of their recovery processes.

This study uses narrative research method as the research methodology. This method is substantialized through interviews and analyses. Enables the investigator to find out the repeaters’self-resilience process, and their source of resilience after grade retention.

The findings of this study are as follows: 1. The recovery process is divided into 3 periods: the turmoil, transition, and recovery period. These stages not only contain diversity, but also retrospective. Positive attitude is the key factor which allows the repeater to cope with and get through the predicaments in different phases of their own recovery process. 2. The repeaters’ source of self-resilience depends on their personality, beliefs, crisis management skills, and the support from the social system. 3. The repeaters’s career development can be categorized into 6 stages: exploration, pre-maturation, establishment, maintenance, maturation, and completeness. These stages not only contain diversity, but also retrospective.

Lastly, the researcher offered several advices for future researchers, educators, parents of repeaters and repeaters themselves.		en_US
dc.description.tableofcontents 第一章 緒論 1
第一節 研究目的 7
第二節 名詞釋義 8
第二章　　文獻探討 9
第一節 澳門教育體制、歷史與留級現況 9
壹、澳門教育體制 9
貳、歷史與留級現況 17
第二節 復原力、自我復原力、自我復原歷程 20
第三節 生涯發展之相關研究 31
第三章 研究方法 37
第一節 質性方法於復原力研究之優點 37
第二節 質性研究之敘事研究 38
第三節 研究參與者與選取方法 39
第四節 研究流程 42
第五節 研究工具與資料分析 42
第六節 研究限制及研究之信效度 44
第七節 研究倫理 46
第四章 研究結果與分析 48
第一節 Fiona的故事 48
第二節 Eliza的故事 59
第三節 Daniel的故事 68
第四節 Matthew的故事 75
第五節 四位訪談者的復原歷程整理與比較 84
第六節 四位訪談者的留級經歷與生涯發展 89
第五章 結論、研究反思與建議 91
第一節 結論 91
第二節 研究反思與建議 94
參考文獻 97
附錄一、受訪者基本資料表 105
附錄二、參與研究同意書 106
附錄三、研究邀請函 107		zh_TW
dc.format.extent 1428453 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G1011520152en_US
dc.subject (關鍵詞) 留級生zh_TW
dc.subject (關鍵詞) 留級zh_TW
dc.subject (關鍵詞) 留級經驗zh_TW
dc.subject (關鍵詞) 自我復原力zh_TW
dc.subject (關鍵詞) 自我復原歷程zh_TW
dc.subject (關鍵詞) 生涯發展zh_TW
dc.subject (關鍵詞) Repeateren_US
dc.subject (關鍵詞) Grade retentionen_US
dc.subject (關鍵詞) Grade retention experienceen_US
dc.subject (關鍵詞) Self-Resilienceen_US
dc.subject (關鍵詞) Self-Resilience processen_US
dc.subject (關鍵詞) Career developmenten_US
dc.title (題名) 留級經驗的自我復原歷程之研究zh_TW
dc.title (題名) Roles of grade repetition in self-resilience processen_US
dc.type (資料類型) thesisen_US
dc.relation.reference (參考文獻) 一、中文部分
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