臺灣青少年對大問題關心程度、學習信念、閱讀習慣與其心理適應之關聯

The Relationships Among Levels of Concerns About Big Question, Mindset, Habits of Reading, and Psychological Adjustment of Adolescents in Taiwan

10.6384/CIQ.201504_18(2).0001

唐淑華(Shu-Hua Tang)；蔡孟寧(Meng-Ning Tsai)；林烘煜(Hung-Yu Lin)

大問題 ； 閱讀習慣與態度 ； 學習信念 ； 課業壓力因應 ； 心理適應 ； big question ； habits and attitudes of reading ； mindset ； academic stress coping ； psychological adjustment

課程與教學

18卷2期（2015 / 04 / 01）

1 - 25

繁體中文

本研究希望探討臺灣青少年對於自我認同等大問題的關心程度及其與心理適應等變項的關聯性，並檢視當青少年的學習信念不同時，其閱讀相關表現、大問題關心程度以及心理適應是否有所差異。本研究採問卷調查方式，抽選全臺18所國中，共得884份有效問卷。結果顯示臺灣青少年的確非常關心「自己的價值及意義」與「課業與學習」的大問題。且雖然當其越關心大問題時，其對問題冷靜因應程度及希望感越高，也越認為智力是可以改變的；然而越關心「課業與學習」問題的青少年，自尊卻反而越低。此外，本研究也發現當學生的學習信念採定型心態時，相對於採取成長心態者，他們閱讀的興趣較低，閱讀相關表現較差、也越不會去思考大問題、其心理適應也較差。

This research aims at exploring how adolescents perceive big questions, how those perceptions are related to their psychological adjustment, and whether their concerns would differ with different mindsets (the growth mindset vs. the fixed mindset). A survey with a sample of 884 junior high students across 18 schools in different areas of Taiwan was conducted to explore the relationships. The results showed that students in Taiwan were indeed quite concerned about both educational and life domains of big questions. The degree of these concerns was positively related to their ratings of hope, calmly coping, and beliefs in incremental theory. However, students who were highly concerned about the education-related issues were conversely lower in their self-esteem. Moreover, students who held the fixed mindset of intelligence read less, enjoyed reading less, and thought less about big questions. Based on these findings, the authors suggest that educators should infuse the coping strategies in terms of the reappraisal process in the school curriculum and instruction. Students' fixed mindset of intelligence also should be challenged on the regular basis.

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