聽前輩故事之心理機轉與介入效果：學習表現的貫時追蹤探究
Authors: 蔡秦倫 蔡秦倫 
Published: November 2023

<p>108課綱重視高中生的學習軌跡紀錄，引發對學習經驗效用之焦慮，影響學習表現。受前輩匹配觀啟發，採聽故事視角，觀察高中生接收大學前輩故事，於兩聽故事要素、兩心理知覺及三效標的貫時知覺變化。另檢驗在實驗組之學業成就t3、學習韌性t3、典範目標t3的知覺提升之前因與心理機轉，觀察思維學習t2、故事認同t2，對三效標影響，透過優勢自我t2、克服困難效能感t2的中介，觀察北區三所高中共135位，採重複量數、多元迴歸、拔靴法檢驗。顯示思維學習在前、後測表現，於實驗、對照組略具差異，故事認同則否，而優勢自我、克服困難效能感在跨三時點表現，兩組差異達顯著水準，且實驗組皆呈現上升趨勢，在學業成就、學習韌性、典範目標亦有鮮明差異。又檢驗實驗組之效果，對學習韌性t3，可由思維學習t2透過優勢自我t2造成影響。而典範目標t3，則由故事認同t2透過克服困難效能感t2造成影響，且思維學習t2亦有助益。對學業成就t3，由故事認同t2透過克服困難效能感t2造成影響，也能透過優勢自我t2的影響路徑。回饋理論，前輩匹配概念轉以聽故事角度來認識，能引發心理知覺及內在優勢自我及克服困難效能感的提升與保留，三類效標亦有提升。且三類效標有各自心理路徑與機轉。在諮商輔導工作上，可嘗試提供多元的前輩經驗，促使高中生有信心規劃學習歷程紀錄。</p>
<p>&nbsp;</p><p>According to the new Curriculum Guidelines published in 108, high school students are required to submit their academic portfolios as part of the application package for college entrance, which has increased students’ anxiety about preparing academic portfolios and negatively influences their learning performance. This article, inspired by the perspective of Kuder’s personal match, used the research approach of story listening and evaluated the learning effects after students listened to seniors sharing their stories in high school. The effects of learning from seniors’ thoughts and identifying with seniors, which could impact students’ academic achievement, learning resilience, and role modeling, were evaluated by assessing the recognition of self-advantages and self-efficacy based on overcoming obstacles. An experimental longitudinal study was selected as the research design, and a sample of 218 students from three different high schools near Taipei was selected; repeated measures ANOVA and multiple regression were selected to examine the results. Comparing the pre- and post-test scores, the results showed that &quot;&quot;there was&quot;&quot; a significant difference between the experimental and comparison groups in the variable of learning from seniors’ thoughts, but no significant difference in the variable of identifying with seniors.. Meanwhile, there was a significant difference between the two groups in the variables of self-advantages and self-efficacy across the three time intervals; the performance of the experimental group showed an upward trend, while the performance of the comparison group showed a downward trend. In addition, learning resilience at t3 was influenced by the variable of learning from seniors’ thoughts at t2 through the mediation effects of recognizing self-advantages, and academic achievement at t3 was affected by learning from seniors’ thoughts at t2 via the mediation effects of self-efficacy from overcoming obstacles at t2. Furthermore, role modeling at t3 can be shaped by identifying seniors at t2 with the medication effects of self-efficacy from overcoming obstacles at t2. This shows that we can use the story listening approach to reframe the concept of personal matching, which can facilitate two psychological mechanisms that create two different effects. Similarly, it reveals that the intervention effects of story listening on the variable of learning from seniors’ thoughts are more substantial than identifying with seniors as well as enhancing the ability to recognize self-advantages and improving self-efficacy from overcoming obstacles longitudinally. In college counseling, counselors can provide different stories and experiences to help students prepare their academic portfolios with confidence and be successful in college applications.</p>
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