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研究生: 蕭如軒
Hsiao, Ru-Syuan
論文名稱: 戶外冒險教育課程對大學生心理賦能之研究
The Study of Outdoor Adventure Education to College Students' Psychological Empowerment
指導教授: 吳崇旗
Wu, Chung-Chi
口試委員: 王伯宇
Wang, Po-Yu
王俊杰
Wang, Chun-Chieh
蔡居澤
Tsai, Gee-Tse
陳美燕
Chen, Mei-Yen
吳崇旗
Wu, Chung-Chi
口試日期: 2023/06/26
學位類別: 博士
Doctor
系所名稱: 公民教育與活動領導學系
Department of Civic Education and Leadership
論文出版年: 2023
畢業學年度: 111
語文別: 中文
論文頁數: 240
中文關鍵詞: 戶外冒險教育課程心理賦能不等組準實驗研究混合研究設計
英文關鍵詞: outdoor adventure education program, psychological empowerment, non-equivalent control group quasi-experimental research, mixed-methods research design
研究方法: 準實驗設計法半結構式訪談法
DOI URL: http://doi.org/10.6345/NTNU202300798
論文種類: 學術論文
相關次數: 點閱:170下載:48
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  • 為培養大學生維持與控制自己學習狀況的行動與決策能力,並承擔起與學習相關的責任,高等教育需要提供賦能的學習環境,而戶外冒險教育課程是可以考慮的教學策略之一。本研究以證據為本,心理賦能為導向,設計一門在高等教育執行的戶外冒險教育課程,採用不等組準實驗研究設計,先進行前導研究確定課程的可行性與有效性,進而在正式研究中以質量混合研究方法衡量該課程對大學生心理賦能的有效性與延續性成果,並探究有課程設計策略與心理賦能的關係。實驗組50人,對照組25人,共有75名研究參與者。研究結果顯示,實驗組參與者心理賦能及其各維度 (影響力、勝任感、意義感以及自我決定) 的後測分數皆顯著比前測分數來的高;在與對照組的比較方面,在排除前測分數影響後,實驗組參與者在心理賦能總量表及影響力、意義感兩個維度的分數均顯著優於無參加課程之對照組。在質性研究結果方面也蒐集到能夠與量化研究結果相呼應與補充的成果;在後續訪談及其他文本資料分析中也發現,實驗組參與者不僅在課程中有心理賦能的表現,課程結束後在正向人際關係、自我掌控以及學習典範等方面也有延續性的學習遷移表現。本研究之戶外冒險教育課程實驗課程的課程設計策略 (包含:創造參與&支持的環境、挑戰&勝任的過程、自主&當責的過程以及換位思考&賦予意義的過程) 與大學生心理賦能效益具有因果關係。除此之外,本研究也發現課程帶領者在課程設計的結構賦權措施/機制與參與者心理賦能結果之間亦扮演關鍵的角色,之於課程角度的結構賦權方面,課程帶領者是否能貫徹課程設計的理念並有效執行將直接影響課程設計策略的有效程度;之於參與者角度的心理賦能方面,課程帶領者對於課程學習團隊的建立,以及帶領參與者進行個人或團體引導反思的歷程也起了關鍵作用,兩者相互影響,彼此成就,間接地影響參與者心理賦能的感知與後續行動。

    To cultivate college students' ability to maintain and control their own learning situations and decision-making, as well as to assume responsibility for learning, higher education needs to provide an empowering learning environment. Outdoor adventure education programs can be considered as one of the instructional strategies. This study, based on evidence and guided by psychological empowerment, designed an outdoor adventure education program implemented in higher education. A non-equivalent control group quasi-experimental research design was employed. A pilot study was conducted to determine the feasibility and effectiveness of the program, followed by a formal study using a mixed-methods research approach to measure the effectiveness and sustained outcomes of the program on college students' psychological empowerment. The study also explored the relationship between programming strategies and psychological empowerment. There was a total of 75 participants, with 50 in the experimental group and 25 in the control group. The results showed that the post-test scores of psychological empowerments and its dimensions (impact, competence, meaningfulness, and self-determination) for participants in the experimental group were significantly higher than the pre-test scores. When comparing with the control group, after controlling for pre-test scores, participants in the experimental group showed significantly higher scores on the total psychological empowerment scale, as well as the dimensions of impact and meaningfulness, compared to the control group who did not participate in the program. The qualitative research results complemented and supported the quantitative findings. In the subsequent interviews and analysis of other textual data, it was also found that participants in the experimental group not only demonstrated psychological empowerment during the program but also exhibited sustained transfer of learning in positive interpersonal relationships, self-control, and learning paradigms after the program. The programming strategies of this outdoor adventure education program (including creating an environment of engagement and support, challenging and mastering the process, fostering autonomy and accountability, and engaging in perspective-taking and generalizing meaning) had a causal relationship with the benefits of college students' psychological empowerment. In addition, the study found that the role of program instructors between the structural empowerment measures/mechanisms of programming and participants’ psychological empowerment outcomes was crucial. From the perspective of program structure, whether the program instructors could implement the programming concepts and execute effectively directly influenced the effectiveness of the programming strategies. From the perspective of participants' psychological empowerment, the role of instructors was crucial in establishing learning teams and facilitating participants through the process of individual or group reflective inquiry. These two aspects influenced each other and indirectly affected participants' perception of psychological empowerment and subsequent actions.

    謝誌 i 摘要 iii Abstract iv 目次 vi 表次 viii 圖次 x 第一章 緒論 - 1 - 第一節 研究背景與動機 - 1 - 第二節 研究目的與問題 - 10 - 第三節 研究範圍與限制 - 11 - 第四節 名詞解釋 - 13 - 第二章 文獻探討 - 15 - 第一節 心理賦能的內涵與相關理論 - 15 - 第二節 戶外冒險教育課程設計理論基礎與相關研究 - 34 - 第三節 戶外冒險教育課程與個人/心理賦能實證研究 - 61 - 第三章 研究設計與方法 - 69 - 第一節 研究程序與研究取徑 - 69 - 第二節 以心理賦能為導向的戶外冒險教育課程設計 - 72 - 第三節 研究參與者 - 86 - 第四節 研究工具 - 95 - 第五節 資料蒐集程序 - 107 - 第六節 資料分析方法 - 111 - 第七節 研究品質與信實度 - 114 - 第八節 研究倫理 - 116 - 第四章 前導研究結果 - 118 - 第一節 量化研究結果 - 118 - 第二節 質性研究結果 - 120 - 第三節 前導研究的啟示與省思 - 126 - 第五章 正式研究結果與討論 - 128 - 第一節 戶外冒險教育課程對心理賦能的有效性與延續性 - 128 - 第二節 戶外冒險教育課程設計策略與心理賦能的關聯性 - 150 - 第三節 討論 - 173 - 第六章 結論與建議 - 182 - 第一節 結論 - 182 - 第二節 研究貢獻與建議 - 184 - 參考文獻 - 190 - 附錄 - 209 - 附錄1:OAE實驗課程安排綱要 - 209 - 附錄2:前導研究期末最終挑戰影片剪輯QR code - 212 - 附錄3:專家意見評定名單與修正意見 - 213 - 附錄4:心理賦能量表 (預試問卷) - 217 - 附錄5:心理賦能量表 (正式問卷) - 219 - 附錄6:體驗特徵量表 - 227 - 附錄7:課程內容價值程度量表 - 228 - 附錄8:正式研究訪談大綱 - 230 - 附錄9:第三類研究參與者知情同意與問卷 - 231 - 附錄10:文本資料檢核表 - 233 - 附錄11:研究參與者知情同意書 - 234 - 附錄12:研究倫理審查核可證明書 - 240 -

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