成人就讀高職進修學校動機與角色調適之敘說探究

A Narrative Inquiry of Adult Students’ Motivation to Study and Role Adjustment in Continuing Vocational High School

蘇煌盛(Huang-Sheng Su)

指導教授 ： 鍾鳳嬌

國立屏東科技大學/人文暨社會科學院/技術及職業教育研究所/碩士(2012年)

https://doi.org/10.6346/NPUST.2012.00054

摘要

本研究藉由就讀高職進修學校的成人學生自身的敘說，來探討成人就讀高職進修學校動機、角色衝突與角色調適之策略。研究目的在於歸納成人學生就讀高職進修學校之就學動機、面臨之角色衝突及探討成人學生的角色調適策略。研究以質性研究取向，敘說探究方法來探討進修學校成人學生的生命故事，先進行相關文獻探討，繼而尋訪參與研究對象進行訪談，共計五位成人學生，描繪出他們的生命故事，並根據文稿分析歸納出研究結果，經過資料整理與分析之後，得到以下結論：
一、早期影響成人學生中斷學習之因素，包含有對學習的態度、內心對升學與工作態度的競合、及日常生活態度經濟條件、家庭教養觀念、家庭負擔及同儕影響等。
二、促使成人學生再就學動機多受外在動機引發，但具內在動機的成人學生對學習會較積極。
三、成人學生發生角色衝突有多重原因，包括：多重角色無法兼顧、時間精力分配排擠、以及價值判斷的差距等因素。
四、分析訪談個案，成人以學生身分所面臨之衝突型態，可分為角色間衝突、角色內衝突及角色與人格間衝突等三類，其中衝突類型以角色間衝突最多。
五、成人學生採取角色調適策略有角色排序、計畫安排、溝通協商、自我認同、尋求支援、逆來順受、逃避延宕及角色撤離等八種。
六、成人學生調適策略的選擇傾向於先自我調整再向外尋求支援改變。
七、成人學生動機越強會有較強意願去面對衝突，設法調適降低衝突。
最後根據研究結果與結論，提出建議，以提供相關人員、教育單位以及未來後續研究之參考。

關鍵字

成人學生 ； 生命故事 ； 就學動機 ； 角色調適

並列摘要

This study aims to explore the adult students’ motivation to study in continuing vocational high school and their strategies of role conflicts and role adjustment from the adult students’ self-narrative. The purpose of the study is to investigate adult students’ learning motivation, to discover their confront role conflicts and to probe their strategies for these role adjustment. This is a qualitative analysis research based on narrative inquiry by analyzing the life stories of adult students who currently study in continuing vocational high school. The research started with the discussion on related literature reviews and also interviewed five participants in order to gain their life narration. Based on the analysis of written text and the collecting data, the conclusions of this study were as follows:
1. The impact factors for adult students interrupt their study in early stage were described as follows: attitude of learning, further education and work attitude of competing, attitude to life, families economic conditions, the concept of family education, family economic burden,peer influence, and so on.
2. The external motivation urged adult students to enroll them as school students, but adult students who have intrinsic motivation were more positively for their learning.
3. The adult student has the role conflict to have the multiple reasons to include: multiple roles can not be taken into account, time and energy distribution of the gap between exclusion and value judgment disparity.
4. The type of role conflict adult students was mainly “inter-role conflict”.
5. The strategies of role adjustment adult students adopted were as follows: role sequence, arrangement of plans, consultation, self-identity, searching for support, resignation, procrastinating avoidance and role disengagement.
6. The adult students’ choice of strategies of role adjustment was prone to adjust oneself first and then search for outward support.
7. As adult students had stronger motivation, they were more willing to confront conflicts, adjust themselves and reduce conflicts.
Finally, according to the findings and conclusions, this study provides several suggestions as the reference for related staff, educational sectors and further research.

並列關鍵字

adult students ； life story ； learning motivation ； role adjustment

參考文獻

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