護專學生自我跛足策略、歸因型態及學習適應之相關研究

Self-handicapping, Attribution Styles and Learning Adjustment of Nursing College Students

李介至(Jie-Zhi Lee)

《醫護科技學刊》 7卷3期 (2005/07) Pp. 267-283

https://doi.org/10.6563/TJHS.2005.7(3).5

摘要

本研究主要關注自我跛足學生在學業評量後的歸因型態及其後的學習適應情形。因此本研究特將歸因型態區分為外在歸因、能力歸因及努力歸因，以細部瞭解自我跛足者在學業評鑑後會透過何種歸因以獲得較佳的學習適應。受試者以便利取樣抽取中部某所護專共460名護理科學生為研究對象，研究工具採「自我跛足策略量表」、「歸因型態量表」及「學習適應量表」等三份量表，資料蒐集則採問卷調查法，分別在受試者期中考前施測自我跛足策略量表，並在期中考後施測歸因型態量表及學習適應量表，以蒐集本研究所欲分析之資料。統計方法以結構方程模式進行研究模式的徑路分析，並進一步將受試者區分為高跛足高成績組及高跛足低成績組，以t檢定探討二組在學業成績、歸因型態及學習適應上之差異。研究結果顯示：1．本研究所建構的模式具有可接受的整體適配度，由徑路關係可知，成績越佳者傾向以能力歸因解釋學業成績，而成績不佳者假使以努力歸因解釋學業成績，亦可獲得較佳的自我調適。2．差異考驗顯示，高跛足／高成績組比高跛足／低成績組具有較高的學業成績、能力歸因及學習適應。因此本研究建議護理教育人員在輔導學業成績不佳的學生時，可歸因於外在因素或不夠努力所致，而一旦學生表現不錯時則應肯定學生本身的能力，如此可能讓學生有較佳的心理調適，使學生在艱辛的護理學習道路上仍保有基本的學習動機。

關鍵字

自我跛足 ； 歸因型態 ； 學習適應

並列摘要

This study distinguished personal attributes as external, abilities, and effort, and examined how self-handicappers attribute to obtain well learning adjustment. A total of 460 nursing college students, enrolled based on convenient sampling, filled out a self-evaluation questionnaire for self-handicapping, personal attributes and learning adjustment, etc. This study adopted a questionnaire to obtain student self-handicapping data before midterm exams, personal attribute and learning adjustment data after midterm exams.
Respondent data were analyzed using a t-test and structural equation modeling. Data analysis obtained the following results. 1) The research model was adequately suited to data collection. Students with high academic achievement attributed their success to their ability; however, students with low levels of achievement attributed their failure to lack of effort or external interference, so subjects could obtain well learning adjustment. 2) Comparison of the high self-handicapping/low grade group with the high self-handicapping/high grade group showed that the high self-handicapping/high grade group adopted ability attribution, and obtained learning adjustment latterly. According to research findings, we suggest that nursing educational and counseling staffs help student recognize that failure is attributable to lack of effort or external factors, and attribute success to ability, so students can improve their adjustment to the learning environment, and maintain their motivation to learn.

並列關鍵字

Self-handicapping ； attribution styles ； learning adjustment

參考文獻

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