大學生自身技術之研究：研究工具編製與類型建構

Undergraduates' Technologies of the Self: Inventory and Taxonomy

10.6209/JORIES.2015.60(3).02

郭丁熒(Ding-Ying Guo)

大學生 ； 自身 ； 自身技術 ； undergraduate ； self ； technologies of the self

教育科學研究期刊

60卷3期（2015 / 09 / 01）

27 - 62

繁體中文

本研究旨在探討自身技術之意涵、發展評量大學生自身技術之工具，並建構大學生自身技術類型。透過文獻探討、半結構訪談，擬訂大學生自身技術量表，經專家審查，並以452位大學生為預試樣本進行試探性因素分析，再以1,361位大學生為正式樣本，進行驗證性因素分析。研究結論有：一、本研究量表之效度、信度頗佳，二階因素分析顯示模式尚稱適配；二、大學生自身技術包含鍛鍊、告解坦白、問題化、自我檢查、對話辯證、說真話、越界體驗、節制、觀察等九類。與Foucault所提之自身技術相較，臺灣大學生自身技術新增觀察一類，而無傾聽一類，可能與網路世代及文化差異有關。

This study explores the meaning of ＂technologies of the self＂ and develops an inventory to identify and measure undergraduates' technologies of the self. The inventory was proposed according to a literature review, semistructured interviews, expert review, exploratory factor analysis involving 452 undergraduates, and confirmatory factor analysis involving 1,361 undergraduates. The conclusions of this study are as follows: (1) The validity and reliability of the inventory developed are favorable, and the fitness of the model is acceptable according to second-order confirmatory factor analysis. (2) Nine categories of undergraduates' technologies of the self are Exercise, Confession, Problematization, Self-examination, Dialog, Parrhesia, Transgressive experience, Moderation, and Observation. Unlike the technologies of the self proposed by Foucault, Taiwanese undergraduates reveal a new category of observation and do not exhibit the category of Listening. These discrepancies may result from cultural differences between Taiwan and Europe as well as computer networks in the Net Generation.

1. 郭丁熒(2012)。增進大學生品格的教學模式之建構－以「關懷自身」為核心。課程與教學季刊，15(2)，21-44。
   連結：
2. 郭丁熒(2014)。大學生關懷自身之探討： 3W 的分析。教育心理學報，46(1)，1-26。
   連結：
3. 郭丁熒(2013)。大學學系教育目標之分析及其對課程與教學的啟示。課程與教學季刊，16(2)，1-32。
   連結：
4. 黃騰(2005)。從「角色」到「自我」－論教師改變的歷史困境與可能。教育研究集刊，51(4)，89-116。
   連結：
5. Organization for Economic Co-operation and Development. (2014). Project update–May 2012. Retrieved from http://www.oecd.org/education/skills-beyond-school/48088270.pdf
6. 教育部（ 2014 ）。103 學年度大學網路博覽會。取自 http://univ.edu.tw/AreaView.asp 【 Ministry of Education. (2014). University networking exposition, 2014. Retrieved from http://univ.edu.tw/Area View.asp 】
7. Ambrosio, J.(2008).Writing the self: Ethical self-formation and the undefined work of freedom.Educational Theory,58(3),251-267.
8. Bagozzi, R. P.,Yi, Y.(1988).On the evaluation of structural equation models.Journal of the Academy of Marketing Science,16(1),74-94.
9. Besley, A. C. (Tina)(2005).Self-denial or self-mastery? Foucault's genealogy of the confessional self.British Journal of Guidance & Counseling,33(3),365-382.
10. Birnbaum, M. G.(2008).Tucson, AR,The University of Arizona.
11. Bisson, S.(2002).Learning styles: Allowing children to "unmold".Teach,Jan/Feb,9-11.
12. Bollen, K. A.(Ed.),Long, J. S.(Ed.)(1993).Testing structural equation models.Newbury Park, CA:Sage.
13. Britton, C.,Baxter, A.(1999).Becoming a mature student: Gendered narratives of the self.Gender and Education,11(2),179-193.
14. Cahill, H.(2012).Form and governance: Considering the drama as a "technology of the self".Research in Drama Education,17(3),405-424.
15. Comrey, A. L.(1988).Factor-analytic methods of scale development in personality and clinical psychology.Journal of Consulting and Clinical Psychology,56(5),754-761.
16. Dreyfus, H. L.,Rabinow, P(1983).Michel Foucault: Beyond structuralism and hermeneutics.Chicago, IL:University of Chicago Press.
17. Faubion, J. D.(Ed.),Rabinow, P.(Ed.),Hurley, R.(Trans.)(1998).Aesthetics, method, and epistemology: Essential works of Foucault, 1954-1984.New York, NY:The New Press.
18. Faubion, J. D.(Ed.),Rabinow, P.(Ed.),Hurley, R.(Trans.)(1997).Michel Foucault: Ethics, subjectivity and truth, the essential works of Michel Foucault 1954-1984.London, UK:Penguin Press.
19. Foucault, M.(1988).Technologies of the self.Technologies of the self: A seminar with Michel Foucault,Amherst, MA:
20. Gros, F.(Ed.),Burchell, G.(Trans.),Foucault, M.(2006).The hermeneutics of the subject: Lectures at the College de France, 1981-1982.New York, NY:Picador.
21. Hodges, B.(2004).Medical student bodies and the pedagogy of self-reflection, self-assessment, and self-regulation.Journal of Curriculum Theorizing,20(2),41-52.
22. Hu, L.,Bentler, P. M.(1999).Cutoff criteria for fit indexes in covariance structural analysis: Conventional criteria versus new alternatives.Structural Equation Modeling,6(1),1-55.
23. Hurley, R.(Trans.),Foucault, M.(1985).The use of pleasure: The history of sexuality volume two.New York, NY:Pantheon Books.
24. Infinito, J.(2003).Jane Elliot meets Foucault: The formation of ethical identities in the classroom.Journal of Moral Education,32(1),67-76.
25. Marshall, J. D.(2008).'Developing' the self in the knowledge economy.Studies in Philosophy and Education,27(2-3),149-159.
26. McPherson, P.,Shulenburger, D.(2010).Expanding undergraduate education to meet national goals: The role of research universities.Change,42(1),51-56.
27. Meyer, K. A.(2003).The Web's impact on student learning.THE Journal,30(10),14-24.
28. Noddings, N.(2003).Caring: A feminine approach to ethics and moral education.Berkeley, CA:University of California.
29. Nunnally, J. C.(1978).Psychometric theory.New York, NY:McGraw-Hill.
30. Peters, M. A.(2005).Foucault, counselling and the aesthetics of existence.British Journal of Guidance & Counselling,33(3),383-396.
31. Peters, M. A.(2003).Truth-telling as an educational practice of the self: Foucault, Parrhesia and the ethics of subjectivity.Oxford Review of Education,29(2),207-224.
32. Rabinow, P.(Ed.),Hurley, R.(Trans.),Foucault, M.(1997).Ethics: Subjectivity and truth.New York, NY:The New Press.
33. Reid, J. M.(1987).The learning style preferences of ESL students.TESOL Quarterly,21(1),87-111.
34. Slifkin, J. M.(2001).Writing the care of the self: Variances in higher order thinking and narrative topics in high school students' reflective journals.English Leadership Quarterly,24(1),5-9.
35. Strauss, A.,Corbin, J.(1990).Basics of qualitative research: Grounded theory procedures and techniques.Newsbury Park, CA:Sage.
36. 吳秀瑾(2002)。傅科和布爾迪厄身體觀之比較。重訪東亞：全球．區域．國家．公民 文化研究學會2002年會
37. 吳芝儀譯、李奉儒譯、Pattonmm, M. Q.(1995)。質的評鑑與研究。臺北市=Taipei, Taiwan:桂冠=Laureate。
38. 林生傳(2003)。教育研究法。臺北市=Taipei, Taiwan:心理=Psychology。
39. 邱皓政(2011)。結構方程模式：LISREL/SIMPLIS 原理與應用。臺北市=Taipei, Taiwan:雙葉書廊=Yeh Yeh Book Gallery。
40. 侯定凱譯、Lewis, H. R.(2007)。失去靈魂的優秀：哈佛如何忘卻其教育宗旨？。臺北市=Taipei, Taiwan:張老師文化=Living Psychology。
41. 高宣揚(2004)。傅柯的生存美學：西方思想的起點與終點。臺北市=Taipei, Taiwan:五南=Wu-Nan Book。
42. 高毅譯、Miller, J. E.(1999)。傅柯的生死愛慾。臺北市=Taipei, Taiwan:時報=China Times。
43. 教育部(2013)。教育部人才培育白皮書。
44. 陳瑞麟譯、Merquior, J. G.(1998)。傅柯。臺北市=Taipei, Taiwan:桂冠=Laureate。
45. 黃光雄編、簡茂發編(1991)。教育研究法。臺北市=Taipei, Taiwan:師大書苑=Lucky Book Store。
46. 黃芳銘(2004)。結構方程模式：理論與應用。臺北市=Taipei, Taiwan:五南=Wu-Nan Book。
47. 黃瑞琪編(2003)。後學新論。臺北市=Taipei, Taiwan:左岸文化=Rive Gauche。
48. 鄭義愷譯(2005)。傅柯說真話。臺北市=Taipei, Taiwan:群學=Socio。
49. 鄭義愷譯、Foucault, M.(2005)。傅柯說真話。臺北市=Taipei, Taiwan:群學=Socio。
50. 蘇永明(2006)。主體的爭議與教育－以現代和後現代哲學為範圍。臺北市=Taipei, Taiwan:心理=Psychology。

1. 郭丁熒(2016)。我如何知道我關心什麼？─不同背景大學生的自身技術之分析。教育科學研究期刊，61(1)，169-199。
2. 廖珮妏(2020)。體驗教育培養大專生帶得走的品格信念指標之建構。當代教育研究季刊，28(3)，29-33+35。