臺北市國中生學習定型心態、習得無助感及躺平主義之相關研究

本研究旨在探討臺北市國中生之學習定型心態、習得無助感與躺平主義之間的關聯性，瞭解其在青少年學生中的普遍程度及其相互影響。以112學年度台北市某國中在學生為研究對象(N=205，男103名、女98名，平均年齡14歲)，且以學習心向量表、學習態度量表、及學業習得無助感量表為調查問卷。研究結果顯示，國中生普遍不認同自己狀況符合消極躺平主義、定型心態、及習得無助感，但傾向認同積極躺平主義，但仍有26.4%學生呈現高躺平主義心態，顯示學習心理上的消極或棄守狀態，值得教育與輔導工作的重視。從差異性分析來看，國中女生比男生更容易對學習產生悲觀無助感受，且顯著較容易具有習得無助感；排名在16名之後的學生，相較前5名者更容易具有消極躺平主義、定型心態、及習得無助感。從中介分析結果發現，國中生若具有定向學習心態，且具有習得無助感者，則可能會因而產生逃避躺平。根據研究結果，本研究建議教育工作者應注重培養學生的成長心態，通過挑戰性任務和正向回饋促進學習動機；學校應設置心理輔導資源，幫助學生面對學習壓力，減少習得無助感，特別是女生與名次排名較後者；家長應與學校合作，關注孩子心理狀態，鼓勵其積極面對學習挑戰。這些建議為教育政策及實踐提供了重要參考。

關鍵字

躺平主義；定型心態；習得無助感；國中生

並列摘要

This study had aimed to explore the relationships between learning fixed mindset, learned helplessness, and the "tangpingism" mentality among junior high school students in Taipei City, with a focus on understanding the prevalence of these attitudes among adolescents and how they influence one another. The research had targeted current students at a junior high school in Taipei City during the 112th academic year (N=205, with 103 boys and 98 girls, average age 14), utilizing the Learning Orientation Scale, Learning Attitude Scale, and Academic Learned Helplessness Scale as survey instruments. The findings had revealed that most junior high school students generally had not identified themselves with negative " tangpingism " mentality, fixed mindset, or learned helplessness, though they had tended to agree more with the positive aspects of the "tangpingism" mentality. However, 26.4% of students had exhibited a strong " tangpingism " mentality, indicating a psychological tendency toward disengagement or surrender in learning, which had warranted attention from educational and counseling efforts. Differential analysis had shown that female students had been more likely than males to experience feelings of pessimism and helplessness in learning and had been significantly more prone to learned helplessness. Students ranked lower than 16th place in their class had been more likely to exhibit negative "tangpingism" mentality, fixed mindset, and learned helplessness compared to those ranked in the top five. Mediation analysis had indicated that students with a fixed learning mindset and learned helplessness had been more likely to develop an avoidance-based "tangpingism" mentality. Based on these findings, this study had recommended that educators focus on fostering a growth mindset in students, encouraging learning motivation through challenging tasks and positive feedback. Schools had been advised to provide psychological counseling resources to help students cope with learning stress and reduce learned helplessness, especially among female students and those with lower academic rankings. Parents had been encouraged to collaborate with schools to monitor their children's psychological well-being and to support them in actively facing learning challenges. These recommendations had provided important references for educational policy and practice.