大學生自身技術之研究：研究工具編製與類型建構

Undergraduates' Technologies of the Self: Inventory and Taxonomy

郭丁熒(Ding-Ying Guo)

《教育科學研究期刊》 60卷3期 (2015/09) Pp. 27-62

https://doi.org/10.6209/JORIES.2015.60(3).02

摘要

本研究旨在探討自身技術之意涵、發展評量大學生自身技術之工具，並建構大學生自身技術類型。透過文獻探討、半結構訪談，擬訂大學生自身技術量表，經專家審查，並以452位大學生為預試樣本進行試探性因素分析，再以1,361位大學生為正式樣本，進行驗證性因素分析。研究結論有：一、本研究量表之效度、信度頗佳，二階因素分析顯示模式尚稱適配；二、大學生自身技術包含鍛鍊、告解坦白、問題化、自我檢查、對話辯證、說真話、越界體驗、節制、觀察等九類。與Foucault所提之自身技術相較，臺灣大學生自身技術新增觀察一類，而無傾聽一類，可能與網路世代及文化差異有關。

關鍵字

大學生 ； 自身 ； 自身技術

並列摘要

This study explores the meaning of ＂technologies of the self＂ and develops an inventory to identify and measure undergraduates' technologies of the self. The inventory was proposed according to a literature review, semistructured interviews, expert review, exploratory factor analysis involving 452 undergraduates, and confirmatory factor analysis involving 1,361 undergraduates. The conclusions of this study are as follows: (1) The validity and reliability of the inventory developed are favorable, and the fitness of the model is acceptable according to second-order confirmatory factor analysis. (2) Nine categories of undergraduates' technologies of the self are Exercise, Confession, Problematization, Self-examination, Dialog, Parrhesia, Transgressive experience, Moderation, and Observation. Unlike the technologies of the self proposed by Foucault, Taiwanese undergraduates reveal a new category of observation and do not exhibit the category of Listening. These discrepancies may result from cultural differences between Taiwan and Europe as well as computer networks in the Net Generation.

並列關鍵字

undergraduate ； self ； technologies of the self

參考文獻

郭丁熒（2013）。大學學系教育目標之分析及其對課程與教學的啟示。課程與教學季刊，16（2），1-32。【Guo, D.-Y. (2013). The educational goals of university－Departments and their implications in curriculum and instruction. Curriculum & Instruction Quarterly, 16(2), 1-32.】

郭丁熒（2012）。增進大學生品格的教學模式之建構～以「關懷自身」為核心。課程與教學季刊，15（2），21-44。【Guo, D.-Y. (2012). The construction of caring-for-self instruction model for promoting undergraduates' characters. Curriculum & Instruction Quarterly, 15(2), 21-44.】

郭丁熒（2014）。大學生關懷自身之探討：3W的分析。教育心理學報，46（1），1-26。【Guo, D.-Y. (2014). The care-for-self of undergraduates: An analysis via 3W. Bulletin of Educational Psychology, 46(1), 1-26. 】

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