大學生辨識生涯逆境發展涵納社會情懷的自主學習路徑

Guiding College Students in Recognizing Career Adversity and Developing Self-Regulated Learning that Embraces Social Interest

10.6384/CIQ.202307_26(3).0003

許育齡(Yu-Ling Hsu)

生涯逆境 ； 自主學習 ； 社會情懷 ； 個體心理學 ； career adversity ； self-regulated learning ； social interest ； individual psychology

課程與教學

26卷3期（2023 / 07 / 01）

73 - 90

繁體中文;英文

鑑於風險社會議題席捲，全球面對各項危機紛至沓來；本文從個體心理學（individual psychology）視角，先探索成長階段的大學生可能經歷的生涯困境，後從大學生自主學習的觀點，探討個體如何能從辨識逆境議題、灌注改變勇氣，並兼用認知辯證及情意涵容的能力開展社會情懷，經營益己、利人與利社會的生涯進程。文末，提出引導大學生發展社會情懷的自主學習前進架構，另指出高等教育學習情境，值得經營支持、挑戰與擴展視野兼具的環境，引導大學生在當前風險社會氛圍壟罩的年代，發展成熟的自主學習力與社會情懷，為個人成年早期生涯發展奠定相對穩健的基礎。

Given the prevalence of risk society issues, people worldwide are facing crises such as extreme weather, regional conflicts, energy, and economic crises. The new generation of college students growing up in this crisis-ridden atmosphere are developing individual and collective awareness and subconsciousness, gradually engaging in the construction of the present and future society. This study adopts an individual psychology perspective to explore the life adversities and career challenges that college students may experience during their growth stage. Furthermore, from the perspective of self-regulated learning, this study examines how individuals can recognize adversity issues, cultivate the courage to embrace change, and employ cognitive dialectics and empathy to foster social interests and pursue careers that benefit themselves, others, and society. Finally, this study proposes a framework for guiding college students' self-directed learning in developing social empathy. It also emphasizes the importance of creating educational contexts in higher education that offers support, challenges, and opportunities for expanding college students' horizons. This will enable them to mature in the face of today's risky social atmosphere and establish a solid foundation of self-directed learning ability and social interests for their early careers as adults.

1. 吳淑禎(2018)。生涯韌力：大學青年的生涯逆境知覺及其因應策略之研究。教育科學研究期刊，63(3)，197-230。
   連結：
2. 李懿純(2021)。以〔地區關懷與生命實踐〕微型課程培養大學生自主學習能力之探究。社會與區域發展學報，6(2)，91-130。
   連結：
3. 邱文彬(2004)。大學生辯証性思考與成熟人際關係發展整體關聯之研究：必要非充要。師大學報：教育類，49(2)，133-160。
   連結：
4. 許育齡(2021)。大學生生涯自我效能感發展：納入第二波正向心理觀點的實踐初探。學生事務與輔導，60(2)，10-21。
   連結：
5. 許育齡,吳毓瑩(2022)。感－思－行－省教學模式帶動想像力涵養美感經驗。藝術教育研究，44，1-34。
   連結：
6. 陳淑慧,翟本瑞(2017)。通識微學分課程的創新彈性設計與未來挑戰。課程與教學，20(1)，25-44。
   連結：
7. 曾文志(2007)。大一學生歷經創傷事件與復原力模式之研究。教育心理學報，39(2)，317-334。
   連結：
8. 曾文志(2007)。大學生問題衡鑑量表發展之研究。中華輔導學報，21，201-229。
   連結：
9. 曾文志,簡宏江(2016)。歷經創傷事件大一學生的感恩在創傷後成長與知足常樂之間的調節作用。育達科大學報，42，131-151。
   連結：
10. 曾美芳(2019)。〔自主學習〕：未來大學的革命還是實驗品。台灣社會研究季刊，114，247-260。
    連結：
11. 顏炘怡,王秀燕(2021)。探索以學生為中心之社會實踐課程教學模式－以〔青銀樂活之歌微學分〕為例。服務學習與社會連結學刊，4，41-64。
    連結：
12. Ansbacher, H. L.(Ed.),Ansbacher, R. R.(Ed.)(2017).The Individual Psychology of Alfred Adler.Basic Books, Inc..
13. Beck, U.(2012).Living in and coping with world risk society: The cosmopolitan turn.Polis. Political Studies,5(5),44-58.
14. Beck, U.(1996).World risk society as cosmopolitan society? Ecological questions in a framework of manufactured uncertainties.Theory, Culture & Society,13(4),1-32.
15. Beck, U.(1986).Risk society: Towards a new modernity.Sage.
16. Benson, P.(2008).Teachers’ and learners’ perspectives on autonomy.Learner and Teacher Autonomy: Concepts, realities, and responses
17. Bierer, S. B.,Prayson, R. A.,Dannefer, E. F.(2015).Association of research self-efficacy with medical student career interests, specialization, and scholarship: A case study.Advances in Health Sciences Education,20(2),339-354.
18. Burnette, J. L.,Pollack, J. M.,Forsyth, R. B.,Hoyt, C. L.,Babij, A. D.,Thomas, F. N.,Coy, A. E.(2020).A growth mindset intervention: Enhancing students’ entrepreneurial self-efficacy and career development.Entrepreneurship Theory and Practice,44(5),878-908.
19. Collaço, C. M.(2017).Increasing student engagement in higher education.Journal of Higher Education Theory and Practice,17(4),40-47.
20. Dent, A. L.,Koenka, A. C.(2016).The relation between self-regulated learning and academic achievement across childhood and adolescence: A meta-analysis.Educational Psychology Review,28(3),425-474.
21. Dillinger, P. L.(2002).Social interest, career choice, and pro-social behavior of college students.Adler School of Professional Psychology.
22. Dinkmeyer, D. C.,Dinkmeyer, D. C., Jr,Sperry, L.(1987).Adlerian counseling and psychotherapy.Merrill Publishing Co..
23. Dreikurs, R.(1972).Coping with children’s misbehavior.Hawthorne Books.
24. Dreikurs, R.(1957).Psychology in the classroom.Harper & Row.
25. Dreikurs, R.(1971).Social equality: The challenge of today.Henry Regenery.
26. Fennie, T.,Mayman, Y.,van Louw, C.,Useh, E.,Kombora, M.(2020).Psychosocial factors impacting the college adjustment of undergraduate students: A scoping review.Journal of Psychology in Africa,30(2),96-105.
27. Fong, C. J.,Davis, C. W.,Kim, Y.,Kim, Y. W.,Marriott, L.,Kim, S.(2017).Psychosocial factors and community college student success: A meta-analytic investigation.Review of Educational Research,87(2),388-424.
28. Foster, N. L.,Was, C. A.,Dunlosky, J.,Isaacson, R. M.(2017).Even after thirteen class exams, students are still overconfident: The role of memory for past exam performance in student predictions.Metacognition and Learning,12(1),1-19.
29. Galatzer-Levy, I. R.,Burton, C. L.,Bonanno, G. A.(2012).Coping flexibility, potentially traumatic life events, and resilience: A prospective study of college student adjustment.Journal of Social and Clinical Psychology,31(6),542.
30. Gratton, G.,Cooper, P.,Fabiani, M.,Carter, C. S.,Karayanidis, F.(2018).Dynamics of cognitive control: Theoretical bases, paradigms, and a view for the future.Psychophysiology,55(3),e13016.
31. Hagedorn, R. L.,Wattick, R. A.,Olfert, M. D.(2022)."My entire world stopped": college students’ psychosocial and academic frustrations during the COVID-19 pandemic.Applied Research in Quality of Life,17(2),1069-1090.
32. Heath, R. D.,Anderson, C.,Turner, A. C.,Payne, C. M.(2022).Extracurricular activities and disadvantaged youth: A complicated-but promising-story.Urban Education,57(8),1415-1449.
33. Jansen, T.,Finger, M.,Wildemeersch, D.(2000).Reframing reflectivity in view of adult education for social responsibility.Adult education and social responsibility,:
34. Johnson, B. A.,Riley, J. B.(2021).Psychosocial impacts on college students providing mental health peer support.Journal of American college health,69(2),232-236.
35. Johnson, P.,Smith, A. J.,Nelson, M. D.(2003).Predictors of Social Interest in Young Adults.Journal of Individual Psychology,59(3)
36. Karpicke, J. D.,Butler, A. C.,Roediger, H. L., III(2009).Metacognitive strategies in student learning: Do students practise retrieval when they study on their own?.Memory,17(4),471-479.
37. Krumrei-Mancuso, E. J.,Newton, F. B.,Kim, E.,Wilcox, D.(2013).Psychosocial factors predicting first-year college student success.Journal of College Student Development,54(3),247-266.
38. Liao, H. A.,Edlin, M.,Ferdenzi, A. C.(2014).Persistence at an urban community college: The implications of self-efficacy and motivation.Community College Journal of Research and Practice,38(7),595-611.
39. Lopez, E. J.,Nandagopal, K.,Shavelson, R. J.,Szu, E.,Penn, J.(2013).Self‐regulated learning study strategies and academic performance in undergraduate organic chemistry: An investigation examining ethnically diverse students.Journal of Research in Science Teaching,50(6),660-676.
40. Lyons, S. T.,Schweitzer, L.,Ng, E. S.(2015).Resilience in the modern career.Career Development International,20(4),363-383.
41. Mahoney, J. L.(Ed.),Larson, R. W.(Ed.),Eccles, J. S.(Ed.)(2005).Organized activities as contexts of development: Extracurricular activities, after school and community programs.Psychology Press.
42. Marsh, H. W.,Lüdtke, O.,Nagengast, B.,Trautwein, U.,Abduljabbar, A. S.,Abdelfattah, F.,Jansen, M.(2015).Dimensional comparison theory: Paradoxical relations between self-beliefs and achievements in multiple domains.Learning and Instruction,35,16-32.
43. Martin, F.,Bolliger, D. U.(2018).Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment.Online Learning,22(1),205-222.
44. Miranda, M. V.(2014).The seven false beliefs: Addressing the psychosocial under preparedness of the community college student.College Student Journal,48(4),569-577.
45. Muñoz-Fernández, N.,Rodríguez-Meirinhos, A.(2021).Adolescents’ concerns, routines, peer activities, frustration, and optimism in the time of COVID-19 confinement in Spain.Journal of Clinical Medicine,10(4),798.
46. Organisation for Economic Cooperation and Development(2019).,未出版
47. Pryor, R.,Bright, J.(2011).The chaos theory of careers: A new perspective on working in the twenty-first century.Taylor & Francis.
48. Soria, K. M.,Stubblefield, R.(2014).First-year college students' strengths awareness: Building a foundation for student engagement and academic excellence.Journal of The First-Year Experience & Students in Transition,26(2),69-88.
49. Sperry, J.,Sperry, L.(2018).Extending individual psychology theory and practice.The Journal of Individual Psychology,74(2),155-156.
50. Yang, J.,Milliren, A.,Blagen, M.,蒙光俊（譯）,簡君倫（譯）,郭明仁（譯）(2010).勇氣心理學：阿德勒觀點的健康社會生活.張老師文化.
51. Zhao, H.,Xiong, J.,Zhang, Z.,Qi, C.(2021).Growth mindset and college students’ learning engagement during the COVID-19 pandemic: A serial mediation model.Frontiers in Psychology,12,621094.
52. 朱天穎(2021)。國立臺中教育大學語文教育學系。
53. 汪淑珍(2019)。〔視覺閱讀力〕微學分課程之教學實踐。藝見學刊，18，45-53。
54. 張恩誠(2020)。臺中教育大學諮商諮商與應用心理學系。
55. 梁家祺（編）(2015).大學［營養］學分：遇見 16 堂不一樣的大學通識課.萬卷樓圖書.
56. 游適宏（編）,劉柏宏（編）,陳曉嫻（編）(2017).走進跨領域和自主學習的通識課.五南圖書.
57. 黃玉(2000)。大學學生事務的理論基礎─台灣大學生心理社會發展之研究。公民訓育學報，9，161-200。
58. 黃俊傑(2008)。全球化時代的大學通識教育與文化傳承；問題與方向。通識學刊：理念與實務，1(3)，1-13。
59. 潘建華(2020)。臺中教育大學諮商與應用心理學系。