A Multidimensional Analysis of Research Literacy and Challenges of Graduate Students in the Humanities and Social Sciences

人文及社會領域研究生研究素養多向度分析與挑戰之探究

10.6120/JoEMLS.202411_61(3).0047.RS.BM

Shu Ching Yang(楊淑晴)；Shu-Jyun Liou(劉淑君)；Yu Mei Liu(劉玉美)；Chih Ting Chang(張芷婷)

Research literacy ； Research competencies ； Graduate students ； Indicators ； 研究素養 ； 研究能力 ； 研究生 ； 指標

教育資料與圖書館學

61卷3期（2024 / 11 / 01）

263 - 308

英文;繁體中文

This study investigates the current state of research literacy among graduate students in the humanities and social sciences, along with the specific challenges they encounter. Using data from an online questionnaire, we systematically identified core indicators across four dimensions: inquiry-based learning, methods and implementation, academic writing and communication, and research attitudes. A questionnaire was developed, encompassing 14 dimensions and 83 specific indicators, and involved 304 graduate students from the fields of humanities and arts, social sciences, education, and business. The results reveal that approximately 25% of the indicators reflect a high level of self-awareness among students, whereas approximately 70% are rated at a moderate level, indicating a basic mastery of relevant skills. Conversely, only approximately 5% of the indicators, such as participation in international academic activities and qualitative data processing, received low ratings. The main challenges identified were submitting to international journals and responding appropriately to questions.This study highlights a contradiction between self-awareness and perceived difficulties: the gap between self-perceived competence and perceived challenges underscores a disconnect between cognition and actual difficulties. Finally, the study offers suggestions for future research and discusses its limitations to guide subsequent studies.

本研究透過線上問卷，探討當前人文及社會領域研究生在研究素養指標上的現狀及所面臨的具體挑戰。經文獻回顧，系統界定研究素養涵蓋問題探究、方法與實施、學術寫作與溝通、研究態度四大向度的核心指標，並據此設計了一份包含14個構面和83項指標的問卷。研究對象為人文藝術、社會科學、教育及商學領域的304位碩博士生。結果顯示，研究生在約25%的指標上自評為具備較高的素養認知，另有70%指標自評為中等水平，顯示他們對相關技能的基本掌握，而僅約5%的指標（如參與國際學術活動及質性資料處理）自評為較低水準。在知覺挑戰方面，向國際期刊投稿及合理回應提問被認為是兩大主要挑戰。本研究揭示了自我認知與知覺挑戰之間的矛盾：自我認知程度與感知挑戰程度的不對等，顯示出認知與實際執行之間的落差。最後，我們針對未來的研究提出建議，並討論本研究的限制，以供後續參考。

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