探索教育課程對大學生生活效能之影響

緒論：目前針對探索教育實施對參與者的效益探討，大都以戶外或繩索類型的探索教育作為介入活動來改善參與者生活效能，然而，若探索教育平面活動做介入亦能夠有效改善參與者的生活效能，則有助於降低探索教育實施成本並提高推廣效益。本研究探討探索教育平面活動為主來瞭解活動實施對生活效能的影響，並透過3次間隔6週測驗設計來驗證活動的效果影響力，再針對背景變項與生活效能等變項之間的交互影響情形探討，做為日後探索教育實施的建議供相關單位參酌。方法：針對臺東大學探索教育課程學生52人進行12週實施3次測驗，所得資料進行二因子混合設計變異數分析。結果：發現探索教育課程對大學生在時間管理、情緒控制、成就動機、社交領導及自信心有顯著成效。討論：一、大學生參與探索教育課程後在生活效能中的時間管理、情緒控制、成就動機、社交領導及自信心皆有改善。二、男性大學生參加探索教育課程後的社交領導能力強化優於女性。

關鍵字

時間管理；情緒控制；成就動機

並列摘要

Introduction: At present, the related researches explore the improvement effect of adventure education on participants, mainly using outdoor or rope-type adventure education to improve their life effectiveness. However, if adventure in the classroom (AITC) intervention can effectively improve the life effectiveness of participants, the AITC implementation can be reduced cost and improve the promotion efficiency. This study explored the exploration of education-based activities to understand the impact of the implementation of activities on life-effectiveness and verified the impact of the delay effects through front-end and post-test design. The purpose of this study is to explore the impact of educational curriculum on college students' life effectiveness. Methods: Through the pre-experimental design for the first semester of 2016 academic year in Taitung University, there are 52 students in the education class participated the experiment. The experiment includes 3 surveys in 12 weeks. The results analyzed by two-way mixed design ANOVA. Results: the results show that the educational curriculum is helpful to students to have a significant effect in time management, emotional control, social leadership and self-confidence. Conclusion: In conclusion, first, college students are improved in life efficiency, time management, emotional control, social leadership and self-confidence after the exploration of educational activities. Second, male college students are better than women in social leadership during the exploration of educational courses.

並列關鍵字

time management ； emotional control ； achievement motivation

參考文獻

Telford, R. M., Telford, R. D., Olive, L. S., Cochrane, T., & Davey, R. (2016). Why are girls less physically active than boys? Findings from the LOOK longitudinal study. PLoS ONE, 11(3): e0150041. doi:10.1371/journal.pone.0150041

吳崇旗 (2014)。冒險教育登山課程對大學生生活效能與團隊凝聚力之成效。大專體育學刊，16(1)，1-13。