小團體中『說的』和『感受的』——中國學生的團體研究

What they felt and what they actually expressed A Study of Chinese Student Group Dynamics

四十四位大四學生，參加十二次（36小時）一系列的內外團體發展過程。本研究目的在探討成員在團體情境中，在意的、掙扎的和團體發展過程中的反應行為，以建構中國人的團體動力知識體系。每次團體結束後，學生用討論和書面報告表示他們的感覺和經驗、在團體裡未表達的感受、壓力感、投入或退縮的理由等。用質化研究法，分析團體的沈默、分歧、順從性、與權威的對立和檯面－檯下行為的探討。結果發現：1.成員在學習團體情境中的安全感偏低，焦慮感偏高；2.成員敏感於意見的分歧，常以維持平衡與穩定為首要，而逃避面對分歧；3.「檯面檯下」不一致的情境行為顯著；4.成員敏感於別人的眼光，如同學是否會同意他，老師是否會肯定他，常用觀察，沉默和等待。5.封閉式的思考和「迷津式」的溝通型態與團體發展的緩慢有關；6.支持和關懷的角色行為最能催化團體的形成；7. 權力與控制取向的團體形成抗力較大。

A group of Taiwanese-Chinese college students participated m a series of twelve recorded sessions (total of thirty-six hours). At the end of each session, students were individually ''debriefed'' with regard to their feelings about the experience、reasons for holding-back and coming-forth, etc.. Content Quality Analysis was carried out with attention to silent periods、conflicts、conformity、response to authority and the manner in which matters move from ''Tai-shia up to Tai-mein''. The results were 1. normative influence dominated the most process. 2. the group appeared to search for harmony rather than to face the different opinions. 3. ''Tai-mein Tai-shia'' situational behaviors covered through the sessions. 4. members used to wait ' observe or be silent fundamentally and sensitive to wait、observe or be silent fundamentally and sensitive to the other's perception and teacher's recognition, seemed constantly struggling between authority dependent and horizontal relation. 5. retarded group development related to closed-minded thinking style and simple communication pattern. 6. supportive and caring role behaviors positively related to the group forming. 7. power/control oriented behaviors negatively related to the group forming. 8. the manner in which matters move from ''Tai-shia up to Tai-mein by increasing of participation, sharing eating, mutual teasing, mutual fun. A heterogenious group composition of Chinese college students were expected for future study.