角色楷模學習輔導方案應用於科技領域大學生之成效研究

The Effects of a Learning Guidance Intervention with Role Model on Learning Strategies and Career Self- Efficacy of College Students in Science and Technology

10.3966/181665042014121004003

謝淑敏(Sui-Ming Hsieh)

科技領域大學生 ； 角色楷模學習輔導方案 ； 學習策略 ； 生涯自我效能 ； college students in science and technology ； learning guidance intervention with role model ； learning strategies ； career self-efficacy

教育研究與發展期刊

10卷4期（2014 / 12 / 31）

47 - 78

繁體中文

本研究旨在探討角色楷模學習輔導方案運用於科技領域大學生之成效，研究者設計角色楷模學習輔導方案融入性別教育課程進行實驗，並以自編之「大學生生涯自我效能量表」、「大學生學習策略調查問卷」進行施測，瞭解角色楷模學習輔導方案的介入，對科技領域大學生在學習策略及生涯自我效能上的成效為何。研究對象為中部地區某綜合大學修習性別教育課程之兩班學生，一班為實驗組，另一班為對照組。研究結果如下：（1）實施角色楷模融入性別教育課程的學生與參與一般性別教育課程的學生，在學習策略的使用上有顯著差異。（2）實施角色楷模融入性別教育課程的學生與參與一般性別教育課程的學生，在整體生涯自我效能的提升上並無顯著差異。最後並提出教育、輔導與未來研究上的建議。

This study examined a learning guidance intervention with role model to explore its influence on learning strategies and career self-efficacy for college students in science and technology. The result will act as a guide to college educators to implement incorporated role model influences with students' development program. The purpose of this study was: (1) to compare the differences of learning strategies of students between learning guidance intervention with role model applied in gender education class and typical gender education class; and (2) to analyze the differences between career self-efficacy of students by attending learning guidance intervention with role model applied in gender education class. 30 college students (2 classes) were selected from a Comprehensive University in central Taiwan. The quasi-experimental design was implemented in this study. One class was empirical group, and the other was control group. The participants of the research were administered ＂College students' learning strategies questionnaire＂, and ＂College students' career self-efficacy questionnaire.＂ The analysis was carried out through one-way ANOVA. The results were as follows: (1) there were differences in learning strategies questionnaire score between empirical group and control group, and (2) there were no differences in career self-efficacy questionnaire score between empirical group and control group. Based on the results of the study, some suggestions were provided for school educators and counselors and for further research.

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