計畫行為理論高中生觀點分析學習歷程檔案實施與效益之研究

A Study on the Implementation and Benefits of Academic Portfolio Based on the High School Students’ Perspective of the Theory of Planned Behavior

本研究以計畫行為理論為基礎，聚焦高中生對學習歷程檔案的信念、態度、主觀規範、知覺行為控制、意向與投入的狀況和關係模型，並探討投入行為對核心素養、生涯規劃與升學選擇的影響。本研究以紙本問卷調查臺灣高中生，最終回收有效問卷3,638份。研究結論包括高中生對學習歷程檔案良好結果助益信念有所不足，態度略偏負面，不過，擁有準備學習歷程檔案的資源與機會還算充足，且尚能自主掌控學習歷程檔案的準備。而教育利害關係人對學習歷程檔案略表不認同，但是，認為高中生應努力充實學習歷程檔案。再者，高中生擁有學習歷程檔案準備的意願與實際投入行為，並以知覺行為控制為影響高中生準備意願與投入行為的最重要因素。最後，研究發現高中生參與學習歷程檔案的準備有益於孕育核心素養與發展生涯規劃，且略有利於提高升學意向，對部分入學管道選擇也發揮了微小影響。對未來研究建議方面，建議以高中生學習歷程資料庫中學生實際上傳的資料進行客觀分析，並建立長期追蹤調查資料，以分析趨勢變化。同時，也建議學校端與政府政策應加強宣導學習歷程檔案與制度調整，學校應藉由學習歷程檔案實踐素養導向教育與生涯發展教育的理念，教師也應著重加強學生對學習歷程檔案的自信心與自主權。

This study, grounded in the Theory of Planned Behavior, focuses on the beliefs, attitudes, subjective norm, perceived behavioral control, intentions, and behaviors of high school students regarding the Academic Portfolio. Additionally, it explores the impact of these factors on core competencies, career planning, and higher education choices. The study was conducted through a paper-based survey of high school students in Taiwan, yielding a total of 3,638 valid responses. The findings of this study indicate that high school students have an inadequate belief in the beneficial outcomes of learning process portfolios, and their attitudes towards them are somewhat negative. However, they generally have sufficient resources and opportunities to prepare learning process portfolios and can autonomously manage their preparation. From the perspective of educational stakeholders, there is slight disapproval of learning process portfolios, yet it is believed that high school students should strive to enhance their portfolios. Furthermore, high school students show a willingness to prepare and actively engage in the process, with perceived behavioral control being the most significant factor influencing their willingness and engagement. The study also reveals that participating in the preparation of learning process portfolios helps nurture core competencies and career planning, slightly increases the intention to pursue higher education, and has a minor impact on the choice of certain admission pathways. For future research, it is recommended to conduct objective analyses using actual data uploaded by students in the high school learning process portfolio database and to establish long-term tracking surveys to analyze trend changes. Additionally, it is suggested that schools and government policies should strengthen the promotion of learning process portfolios and adjust the system accordingly. Schools should implement the concepts of competency-based education and career development education through learning process portfolios, and teachers should focus on enhancing students’ confidence and autonomy in managing their portfolios.