護專學生防禦性悲觀對內外科學習焦慮及精熟投入之作用效果評估

Evaluating the Effect of Nursing College Students' Defensive Pessimist on Learning Anxiety and Master Involvement

10.7082/CARGC.200509.0121

李介至(Jie-Zhi Lee)

護專學生 ； 防禦性悲觀 ； 學習焦慮 ； 精熟投入 ； nursing college students ； defensive pessimist ； learning anxiety ； master involvement

中華輔導學報

18期（2005 / 09 / 01）

121 - 152

繁體中文

本研究根據自我價值觀點，以及護理教育強調的精熟學習特徵，試圖建立一個以護專學生防禦性悲觀策略為中心，並包含學習焦慮、精熟投入與學理成績等相關變項的研究模式。研究對象為411名護專在學學生，經自編「防禦性悲觀量表」、「學習焦慮量表」及「學習投入量表」等量表施測，透過結構方程模式與多重樣本分析後，研究結果顯示：1．本研究所建立的研究模式具有可接受的適配度，可解釋護專學生的觀察資料。2．就不同高低學業自尊者而言，研究模式的徑路效果並不一致，其中防禦反思對學習焦慮的控制效果，以及學習焦慮對學理成績的預測效果並不相同。

According to self-worth theory and the characteristic of nursing education, this study attempted to build a path model including defensive pessimist, learning anxiety and master involvement. Data were collected from 411 students and analyzed by structural equation modeling and simultaneous analysis of several groups. The results of this study were as follows: (1) The research model fitted the observed data well. (2) Relative to low academic self-esteem, high academic self-esteem subjects using defensive reflectivity restrained learning anxiety and involved more effort to get higher grade. Implications for theory, practice and research are discussed.

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