技職大學生自卑感受之分析研究

A Study on Inferiority Feeling for Vocational College Students

本研究採調查研究，以叢集抽樣選取台灣地區技職幼保系大學生837位進行迴歸分析，並針對不同自卑傾向組257位受試進行差異考驗，以確認技職幼保系大學生自卑感受的有效預測因素與確認正確分類的程度。藉以探究上述受試在自卑感受、因應策略與生活適應的關係，並進一步瞭解與預測技職大學生自卑感受心理輔導的實務應用問題。研究結果發現，高自卑傾向組在因應策略與生活適應的各個向度，均比低自卑傾向組顯著的差，並有較高的逃避導向。以逐步迴歸確認自卑感受的有效預測變項包括，情緒穩定、專業自尊、尋求支持、情緒與問題逃避、認知調適與問題解決等，而其中情緒穩定是最關鍵因素。再者，本研究之羅吉式迴歸預測模式與觀察資料可以適配。歸納上述迴歸分析顯示，尋求支持、情緒穩定與專業自尊的預測效果最佳。爾後，本研究結果可以提供技職教育輔導實務之參考，未來亦可運用不同研究取向作深入探究。

This study found that collaborative action research can give teachers a greater breadth and depth of understanding of their own pedagogical strategies and thus result in more intelligent teaching on their part. The novice teacher in this study became more sensitive to individual differences within her own classroom and tried to improve the effectiveness of her classroom management. Although participants in this study agreed that collaborative action research was a good way to improve classroom discipline and to support one another's professional development, there was also some consideration of the potential problems and limitations of classroom management action research."