師資生的焦慮因素與因應焦慮的方式：內容分析取向之初探

Pre-service Teachers' Anxiety and Their Coping Strategies: An Exploration Study with a Content Analysis Approach

黃絢質(Hsun-Chih Huang)

《人文社會科學研究：教育類》 16卷2期 (2022/06) Pp. 57-84

https://doi.org/10.6618/HSSRP.202206_16(2).3

摘要

本研究採用質性內容分析之「傳統內容分析取向」，以開放式的問題，初步分析師資生近半年最感到焦慮的事情（問題一），並進而探究其如何因應上述讓自己最感到焦慮的事情（問題二）。本研究的研究對象為151位某師培大學的教育學程生。本研究發現，近半年，最讓師資生感到焦慮的因素，按頻率高低，依序為：「職涯發展／學術成長」、「教程課程安排」、「多重角色」、「教程相關要求」、「修課狀況」、「教程修業年限」、「生活壓力」、「同儕關係」。至於師資生因應上述焦慮因素的方式，按頻率高低，依序為：「問題解決導向」、「紓壓活動」、「正面迎對」、「自我激勵」、「專注當下」。本研究的研究成果為師資培育單位在師資生的輔導工作上提供一些啟示性建議。

關鍵字

師資生 ； 師資職前教育課程 ； 情緒調節 ； 焦慮情緒

並列摘要

With qualitative content analysis - conventional content analysis approach, this study aimed to explore the factors making Taiwanese students in the teacher education program (TEP) feel the most anxiety as well as the ways they coped with their anxiety. The responses were collected from 151 pre-service teachers. Participants were asked to respond to two open-ended questions. (1) Within the last 6 months, what made you feel the most anxiety? (2) How did you cope with your anxiety? The findings indicated that within the last 6 months, the factors making pre-service teachers feel the most anxiety were as follows: ＂career development/academic development＂, ＂arrangement of courses in TEP＂, ＂multiple roles＂, ＂related requirements for TEP＂, ＂learning states＂, ＂the length of the course in TEP＂, ＂life stress＂, and ＂peer relations＂. The ways they coped with anxiety included ＂solution-focused orientation＂, ＂relaxed activities＂, ＂facing it＂, ＂self-encouragement＂, and ＂concentration on the present＂. These results provided some implications for counseling work in TEP.

並列關鍵字

anxiety ； emotion regulation ； pre-service teacher ； teacher education program