摘要
高中生最主要之生涯任務便是透過各種大學入學管道升學。現行大學升學制度為多元入學方案，由甄選入學與考試入學兩種管道組成，其中甄選入學又包括個人申請與繁星推薦兩種入學方式。相關文獻指出，高中生於準備甄選入學過程中常遇有資訊不足之困擾。然而綜觀文獻，目前仍未見有學生於大學甄選入學過程資訊行為之相關研究。 爰此，本研究以14名國立臺灣大學之大學一年級個人申請入學錄取生為對象，利用半結構式之深度訪談法進行探索性研究，藉以瞭解大學一年級學生於高中階段之大學申請入學資訊行為。本研究之目的包括探討大學申請入學生之資訊需求與資訊來源管道、使用資訊後產生之改變、遭遇之資訊困境，並分析影響大學申請入學生資訊行為之因素。期藉由本研究之發現，作為高中學校、大學校系等單位提供大學申請入學相關輔導工作與服務之參考。 本研究之主要發現可歸納為以下四項： 一、大學申請入學生之資訊需求、偏好之資訊來源管道與資訊行為型態可由三階段分析之，包括建立升學方向、選擇申請科系，以及準備第二階段甄試。 二、大學申請入學生使用資訊後於認知與情感狀態皆產生正面與負面之改變。在認知層面之改變包括更了解、改變認知、擴展認知、獲得驗證、獲得定位、認知衝突；情感層面之改變則有引發興趣、強化動機、舒緩焦慮心情、感到困惑等。 三、大學申請入學生遭遇之資訊困境包括內在困境與外在困境。內在困境包括認知偏誤、無法理解科系內涵、不知道如何撰寫備審資料等三項；外在困境則有資訊不足、資訊過多、資訊不明確、資訊不一致、資訊可信度不高、資訊不適切，以及取用資訊時遭遇障礙。其中，取用資訊時所遭遇的障礙又包括因空間距離、資料數量有限等實體環境障礙，以及取用權限不足等之網路環境障礙。 四、大學申請入學生之資訊行為受心理、環境因素，以及對風險與報酬評估之影響。心理因素包括受訪者個人有限的經驗與認知，以及以錄取為最高目標之心理；環境因素則係指申請入學各項制度特性，影響了受訪者之資訊行為，包括學科能力測驗成績決定科系選擇，以及第二階段甄試準備時間緊湊；而對風險與報酬之評估，則是指受訪者認為相較於其他升學管道，申請入學為風險較低但錄取機率較高的入學方式。 根據本研究結果，研究者提出如下三項建議： 一、高中學校方面：1. 宜規劃具體且長期性之教案，引導高中生有目標地探索個人性向與大學校系內涵；2. 宜協助高中生建立大學學科分工與業界關聯之認知架構；3. 宜將第二階段甄試相關資料數位化，並建立多校資源整合共享之平台。 二、大學校系方面：宜針對高中生族群設計專屬之科系網站介面，網站資訊也宜具體明確，並以高中生易理解吸收之文字與形式呈現。 三、圖書館實務界方面：1. 高中圖書館可舉辦主題書展，並配合課程教案提供相關資訊；2. 公共圖書館可舉辦大學申請入學之主題書展與相關講座。
並列摘要
The main task for senior high school students in their current stage of life is to pursue higher education through various university entrance channels. The existing university admission system, or the Multiple-Entrance Program, is made up of two channels, including “admission via application or recommendation screening” and “admission via entrance examination”, of which, “admission via application or recommendation screening” is further divided into two types: personal application and Stars Program Recommendation. According to literatures, senior high school students often encounter the problem of insufficient information during the “admission via application or recommendation screening” process. However, as far as the existing literatures are concerned, studies on information behavior during the university “admission via application or recommendation screening” process are not yet available. In view of this, with the 14 freshmen of National Taiwan University who applied for admission and were enrolled as the study subjects in this study, the in-depth interview was adopted in the exploratory research in order to determine the freshmen’s university admission information behaviors during their senior high school years. The purposes of this study are to explore the information needs and information sources and channels of the university applicants, the changes that took place after the information use, and the information related problems encountered in order to analyze the factors affecting the university applicants’ information behaviors. The research findings shall serve as a reference for senior high schools, university departments, and other units when offering university admission application related guidance and services. The main findings can be summarized into four items, as follows: 1.The information needs of university applicants, preferred information sources and channels, and information behavior types, which were analyzed through three stages: the development of the direction of the pursuit of higher studies, the selection of departments to apply for, and the preparation of the stage-2 examination. 2.The university applicants’ cognitive and emotional states after the information use produced positive and negative changes. The cognitive changes include better understanding, cognitive changes, cognitive expansions, access to validation, access to orientation, and cognitive conflict; the emotional changes include triggered interest, strengthened motivation, relieved anxiety, confusion, etc. 3.The university applicants’ information-related problems encountered include the internal and external problems. The three internal problems include: cognitive bias, inability to understand the contents of the departments, and not knowing how to write materials to be reviewed; the external problems include insufficient information, excessive information, unclear information, inconsistent information, lack of information credibility, information inappropriateness, and obstacles encountered during information access. The obstacles encountered during information access also include obstacles in the physical environment, such as space, distance, and limited quantity of data, as well as obstacles in the network environment, such as lack of access authorization. 4.University applicants’ information behaviors are affected by psychological and environmental factors and risk and reward assessments. The psychological factors include the respondents’ limited experiences and knowledge, and their adherence to the idea of “enrollment” is the highest goal; the environmental factors on the other hand refer to the characteristics of the various admission application systems that affect the respondents’ information behaviors, including the General Scholastic Ability Test scores determine the selection of departments and the time constraint when preparing for the stage-2 screening test; in terms of risk and reward assessments, the respondents believed that compared to other channels for the pursuit of higher education, “admissions via application” involved relatively lower risks, while the enrollment rate was relatively higher. Based on the study results, the researcher proposed three suggestions, as follows: 1.For senior high schools: (1) It is suggested that specific and long-term lesson plans be developed to guide senior high school students in exploring their personal aptitudes and the university department contents; (2) it is suggested that assistance be offered to senior high school students in establishing a cognitive framework of university discipline division and association with the industry; and (3) it is suggested that the stage-2 screening test related information be digitized and inter-school resources integration and sharing platforms be established. 2.For university departments: It is suggested that departmental website interfaces exclusively for the senior high school group be designed. The website information should be specific and clear, which should be presented in texts and forms that can be easily understood and absorbed by senior high school students. 3.For library practitioners: (1) Senior high school libraries can organize theme book fairs and provide relevant information in accordance with the curriculum lesson plans; and (2) public libraries can organize university application admission related theme book fairs and related lectures.
參考文獻
邱卉綺（民94）。高中生生涯決定困難、生涯自我效能與焦慮憂鬱情緒之相關研究。未出版之碩士論文，國立臺灣師範大學教育心理與輔導研究所，臺北市。
張世惠（民80）。從北一女圖書出納記錄談青少年喜歡的讀物。臺北市立圖書館館訊8( 3)，頁28-31。
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郭蓓蓉（民96）。臺北市高中生生涯自我概念、生涯自我效能與生涯決定困難之研究。未出版之碩士論文，國立臺灣師範大學教育心理與輔導學研究所，臺北市。
楊曉雯（民84）。高中生閱讀行為研究：以臺北市立建國高級中學學生為例。未出版之碩士論文，淡江大學教育資料科學研究所，臺北市。
延伸閱讀
- 陳世娟、鄭宜青（2022）。大學生申請出國交換計畫之資訊行為研究。臺中教育大學學報：教育類，36(1)，27-55。https://www.airitilibrary.com/Article/Detail?DocID=18176402-202206-202207040020-202207040020-27-55
- 魏令芳（2003）。大學資訊素養課程之研究。大學圖書館，7(1)，119-143。https://www.airitilibrary.com/Article/Detail?DocID=16822889-200303-201308220004-201308220004-119-143
- 張金中（2011）。使用者介面設計與科技接受模式在資訊系統使用行為模式之研究-以大學課程資源網為例〔碩士論文，國立臺灣師範大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0021-1610201315244527
- 謝寶煖、魏令芳（2002）。大學資訊素養通識教育之研究。通識教育季刊，9(2)，45-90。https://doi.org/10.6745/JGE.200206_9(2).0003
- 于第（2005）。A Study of Evaluation on the Instruction of Information Literacy。大學圖書館，9(1)，49-67。https://www.airitilibrary.com/Article/Detail?DocID=16822889-200503-201308190003-201308190003-49-67