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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. 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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-Shiu en_US dc.contributor.author (Authors) 梁淑儀 zh_TW dc.contributor.author (Authors) Leong, Sok I en_US dc.creator (作者) 梁淑儀 zh_TW dc.creator (作者) Leong, Sok I en_US dc.date (日期) 2016 en_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) G1011520152 en_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) 1011520152 zh_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/#G1011520152 en_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) Repeater en_US dc.subject (關鍵詞) Grade retention en_US dc.subject (關鍵詞) Grade retention experience en_US dc.subject (關鍵詞) Self-Resilience en_US dc.subject (關鍵詞) Self-Resilience process en_US dc.subject (關鍵詞) Career development en_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 process en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) 一、中文部分田秀蘭、楊淑涵、王麗芬（1996）。生涯規劃。台北：東大。向倩瑢（2009）。實習教師的自我復原力、創造性轉化和實習感受之關係研究（未出版之碩士論文）。臺北市：國立臺北教育大學。朱森楠（2001）。從復原力觀點談國中中輟復學生的復原因素－以一個個案為例。 九十年度教育研究集刊。新竹縣：教育研究發展暨網路中心。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。林亮岑（2001）。國中生保護與危險因子及復原力之相關研究。(未出版之碩士論文)。彰化縣：國立彰化師範大學。洪慧芳(譯)（2004）。挫折復原力（原作者: Brooks, R., & Goldstein, S.）。臺北市 ：天下雜誌。常欣怡、宋麗玉(2007)。青少年復原力概念與相關研究之探究。東吳社會工作學報，17，171-192。張添洲 (1993)。生涯發展與規劃。臺北：五南。 張國祥（2009）。澳門的科學教育和科學教育師資培育的歷史發展與現況。郭重吉（主持人），社會變遷對當地師資培育制度之影響。華人地區社會變遷與科學師資培育國際學術研討會，臺北市：國立臺北教育大學。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曾文志（2005）。長處、韌性、有復原力的自我—從個人層面談建構復原力的策略。師友月刊，461，39-46。曾文志（2006）。復原力保護因子效果概化之統合分析。諮商輔導學報：高師輔導所刊，14，1-35。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Ahern, N. 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