為什麼要上學？－三位國中瀕臨中輟的改變歷程

Why go to School?-The Changing Process of Three Junior High Students Who Claimed about to Drop out of School

10.6308/JCG.19.01

汪敏慧(Min-Hui Wang)；鍾思嘉(Shi-Kai Chung)

瀕臨輟學 ； 改變歷程 ； 敘說分析 ； about to drop out of school ； change process ； narrative analysis

諮商輔導學報：高師輔導所刊

19期（2008 / 12 / 01）

1 - 29

繁體中文

本研究的目的爲針對曾經瀕臨輟學的國中學生，在後來穩定就學的改變歷程中之心理探討。研究方法採用敘說的分析，深入訪談三位有此正向轉變經驗的學生。研究結果發現：受訪的瀕臨中輟生與他人產生連結，使得他們原先造成瀕臨中輟的問題得以正視和解決，負向情緒較爲抒發。在與他人連結的歷程裡，他們不斷地自我思考、覺察和反省自己的作爲和處境，進而產生交互影響的持續改變動力，並持續在他人的督促和鼓勵中嘗試就學，逐漸形成穩定的就學行爲。這種改變的形成，是一種漸進、螺旋的過程，他們雖然仍會出現一些不上學的想法或行爲，但在情感連結的重要他人支持，以及自我省思的交互影響下，形成持續穩定就學的正向改變。

The purpose of this study was to investigated the changing process of three junior high students who were once on the verge of dropping out. The research method of this study based upon the principles of narrative approach. These three students told their stories of moving from the verge of dropping out to having good attendance, including their feelings and thinking in this changing process. The results of this study showed that having connected with those around them helped the students solve their problems which caused them thinking about dropping out of school and expressed their negative mood. Due to the fact that these students having people who were concerned about them in their lives, the students were encouraged to contemplate on their own problems, which increased the probability for them to change their minds about dropping out of school. In the process of making connections with others, these students were able to think more in-depth and have increasing awareness and through evaluation of their conducts and circumstances. Their connections with others combined with their self-reflections generated long-lasting motives of change which prompted them keep trying going to school under the others' supervision and support. Then gradually they went to school regularly. This changing process was a gradual and spiral progression. Despite the fact that these students sometimes still present old thought and behavior of not wanting to go to school, the interaction of significant others whom they made connections and their self-reflections consolidated the positive change of go to school continually.

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