在學習中掙扎前行——探究馬來西亞華文獨立中學低成就學生的學習適應

Struggling with Learning: Exploring Underachieving Students' Learning Adjustment at a Chinese Independent High School in Malaysia

本研究旨在探討馬來西亞華文獨立中學低成就學生的學習適應內涵及影響因素。採用個案研究法的多重個案嵌入式設計，以立意取樣方式，選取四位巴生興華中學高二低成就學生為研究對象，透過深入訪談、實地觀察與文件分析等多元方法蒐集資料，並參考模版分析與分析性抽象階梯兩種策略進行資料分析。本研究的主要發現有下列兩項：（一）低成就學生的學習適應呈現多樣且動態的面貌，其多樣性展現在被動的學習態度與不良的學習習慣，未能運用合適的學習策略，抱持外在的學習動機，但人際關係大致良好。另一方面，個案學生的學習適應隨著升上高二後有所改善，顯示學習適應乃是一動態的歷程。（二）低成就學生的學習適應受到個人、家庭和學校因素的影響，包括學生個性與先備知識、親子關係、父母教養態度、學校行政措施、教師教學及同儕互動等。

The purpose of this study was to explore the underachieving students' learning adjustment at a Chinese independent high school in Malaysia. The multiple-case embedded design was used to collect data from four underachieving 11th graders at the Hin Hua High School, Klang, Malaysia through semi-structured interviews, field observation, and relevant documents. The data were coded using the template organizing style and the ladder of analytical abstraction. The results revealed that the diversity of underachieving students' learning adjustment includes passive learning attitudes and learning habits, inadequate learning strategies, external learning motivations, and fine inter-personal relationships. Moreover, the underachieving students' learning adjustment is a dynamic process and influenced by personal factors, family factors, and school factors.