團隊中自我迷戀人格對社會懈怠之影響：合作學習的調節效應

Effects of Narcissism on Team's Social Loafing: Moderating Effects of Cooperative Learning

10.5297/ser.201906_21(2).0004

黃美瑤(Mei-Yao Huang)；盧秋如(Chiu-Ju Lu)；蔡國權(Kuo-Chuan Tsai)；周建智(Chien-Chih Chou)

同儕互動 ； 跳繩 ； 講述教學 ； peer interaction ； rope-jumping ； direct teaching

大專體育學刊

21卷2期（2019 / 06 / 30）

140 - 155

繁體中文;英文

本研究主要目的有二：一、探討高低自我迷戀人格在中、高辨識度情境的社會懈怠現象；二、在社會懈怠現象出現後，即透過合作學習教學介入，分析高低自我迷戀人格在中、低辨識度情境下是否改善社會懈怠情形。以個人、小團體與大團體等活動作為高、中、低辨識度情境，並招募67位學生參與合作學習組，69位學生參與講述教學組。研究實驗前先施測自我迷戀人格量表，且立即在個人與小團體等辨識度情境下，進行2分鐘跳繩測驗作為社會懈怠之依據。在中、高辨識度情境結束後，即進行2週合作學習與講述教學後，在低辨識度情境下測驗跳繩。研究結果顯示高自我迷戀人格學生在高辨識度情境相較於中辨識度情境時，表現出高跳繩表現，隨著辨識度情境逐漸變低，則出現顯著社會懈怠。經由合作學習介入後，高自我迷戀人格學生在低辨識度情境相較於中辨識度情境時，顯著提升跳繩表現，社會懈怠現象也隨之降低，且顯著高於講述教學組高自我迷戀人格學生。而高自我迷戀人格學生在中辨識度情境下所出現的社會懈怠現象，經由講述教學後，則無顯著改善效果。另外，兩組的低迷戀人格學生，在中、低辨識度情境下，顯著提升跳繩表現，也意味著未有社會懈怠現象。本研究結論驗證運用合作學習能促進學生積極的互賴，產生同儕互動效能，當迷戀人格學生對任務的努力程度在不辨識度情境下，則有效改善社會懈怠現象。

The purpose of this study was twofold: (1) to examine the effects of high/low narcissism on social loafing under medium/high identifiable conditions; (2) to examine how cooperative learning intervention improved high/low narcissism participants' social loafing under medium/low identifiable conditions. This study recruited 136 college students to participate in a two min rope jumping task under low (individual), medium (small group), and high (large group) identifiable conditions, with 67 students assigned to engage in cooperative learning and 69 students assigned to a direct teaching group. We measured participants' dispositional narcissism, then performed two min of rope-jumping under high (individual) and medium (small group) social loafing conditions. After a two-week intervention utilizing either direct teaching or cooperative learning, each group performed a two min rope jumping task under a low identifiable condition. Results indicated that students rated high in narcissism performed better at rope-jumping under the high identifiable condition than medium identifiable condition. However, when identifiable conditions were low, relatively highly narcissistic participants exhibited social loafing and performed poorly. After the cooperative learning intervention, high social loafing participants increased their performance and reduced social loafing under the low identifiable condition relative to the medium identifiable condition. They also performed better than those high narcissism participants who engaged direct learning. In contrast, high narcissism participants who engaged direct learning exhibited social loafing and performed at the same level under medium identifiable condition. Further, under medium and low identifiable conditions, low narcissism participants in both groups exhibited no social loafing and increased their performance after interventions. The study concludes that using cooperative learning can facilitate peers' positive interdependence and peer interaction. For those high in narcissism, they can reduce their inclination toward social loafing under low identifiable condition.

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