有事弟子服其勞？師生關係中的角色義務和會做人的人際風格對順從的影響：情感親近及權力知覺的中介角色

現今台灣學生受西方個人主義和華人儒家關係主義雙重文化的影響，在面對老師的角色外請託時，學生的角色義務及老師的會做人人際風格對他們積極和消極順從有何影響，以及會做人的老師是透過什麼中介歷程而影響學生的積極順從與消極順從？研究者以253位研究生為研究對象，請其想像一位特定的老師對他提出一個角色外的請託，然後回答問卷中相關問題。階層迴歸分析發現：（1）角色義務和會做人的人際風格對積極卅消極順從有獨立的預測效果，即學生越知覺社會大眾認為老師的請託是學生的角色義務，或是越認為老師會做人，他們不願意積極順從的傾向就會降低，也就是積極順從的傾向會增加；同時，不願意消極順從的傾向會降低，也就是消極順從的傾向會增加。（2）學生和老師的情感親近完全中介老師會做人的人際風格和學生積極順從之間的關係。（3）學生知覺到老師的權力完全中介老師會做人的人際風格和學生消極順從之間的關係。簡言之，在既定的師生角色下，除了學生的角色義務外，會做人的老師還可以經由情感與權力讓學生順從其請託。研究最後討論台灣師生關係的傳統與現代。

關鍵字

華人關係主義；西方個人主義；師生關係；辯證

並列摘要

Students in Taiwan society have been influenced by both Western individualism and Confucian relationalism. The study aimed to investigate the effects of role obligation and the Zuo-Ren（做人）style on graduates’ positive/negative compliance with requests for a favor from their professors, and the mediating effects of affective closeness and perceived power in the relationship between Zuo-Ren style and positive/negative compliance. Hierarchical multiple regression analysis of data from 253 graduate students in Taiwan showed the independent effects of role obligation and Zuo-Ren style on positive/negative compliance. The effect of affective closeness as a mediator on the relationship between Zuo-Ren and positive compliance and the effect of perceived power as a mediator between Zuo-Ren and negative compliance were also found. Summarily, in the teacher-and-student roles, the student’s role obligations had effects on his or her compliance with the teacher’s requests. Additionally, the teacher with the Zuo-Ren style influenced the student to positively and negatively comply through his or her affective closeness with and the power on the student. The study concluded with discussion on the tradition and modernity of teacher-student relationships in Taiwan society.