2009年03月 25-3 以提升課業任務價值為導向之課業學習諮商 之當事人任務分析─以高中學生學習英文科為例

羅幼瓊 林清文
亞洲大學社會工作學系
國立彰化師範大學
輔導與諮商學系

本研究期望瞭解當事人在課業學習諮商中如何因各項任務之表現而提高其課業任務價值。共有13 名高中英文課業任務價值低落者參與本研究,其中十名表現終點行為,三名未表現終點行為。資料分析方法先以開放性編碼形成編碼架構,再以編碼架構進行編碼,最後以編碼結果撰寫資料分析與報告。當事人之起點行為為課業任務價值及學習動力低落,可從其初次晤談時之口語陳述及填寫課業價值檢核表與報名表時對課業價值之文字陳述而發現。在諮商前期,諮商之議題及當事人之表現為對課業之無助感,對改變的承諾,歸因的鬆動,與當事人對自己低課業價值與低學習動力之關聯及低練習與低成就之覺察。諮商中期之議題首先為當事人探索成功經驗,產生重新處理課業的動力,其次,以當事人對家庭作業之抗拒與遲滯為媒材,諮商員提供指導,並協助當事人進行各項學習策略之自我調整,於是當事人能夠提高自我效能,因而當事人對於課業任務的代價評估降低。諮商後期的議題為當事人提出更具體之未來生涯願景,重新評估英文課業的重要性與效用性價值,而認為這兩項價值已經提高;此時,當事人較可知覺情境樂趣,其興趣價值已提升。當事人終點行為之辨識為課業任務價值提升,學習動力提高,以及能採取自發而主動之學習行為。

關鍵字
任務分析、課業任務價值、諮商模式、學習諮商

參考書目

王行(1995)。從糾結中走出來—一個「家庭重塑」探索者的改變歷程分析。東吳社會工作學報,1,91-124。
王行(1996)。不斷的牽繫—一位單身女性離家困擾的改變歷程分析。東吳社會工作學報,2,23-56。
朱儀羚(2003)。犯行青少年之自我敘事與自我認定。國立中正大學犯罪防治研究所碩士論文,未出版,嘉義。
李咏吟(2002)。低成就中學生的多面向輔導策略。中等教育,53(5),124-141。
林清文(2002)。自我調整課業學習模式在課業學習諮商的應用。彰化師大輔導學報,23,229-275。
洪寶蓮(1996)。內在動機與情意學習方案之發展及其團體輔導效能。國立彰化師範大學輔導與諮商研究所博士論文,未出版,彰化。
陳月英(2001)。提升低成就學生的學習動機。國教輔導,41(2),21-26。
陳秉華、蔡秀玲(1999)。國內十年來諮商歷程研究之回顧與展望。載於中國輔導學會(主編),輔導學大趨勢(123-163 頁)。台北:心理出版社。
程炳林(1995)。自我調整學習的模式驗證及其教學效果之研究。國立台灣師範大學教育心理暨輔導研究所博士論文,未出版,台北。
黃瑛琪(2007)。生涯定向諮商模式之建構與驗證。國立高雄師範大學輔導與諮商研究所博士論文,未出版,高雄。
劉淑瀅(1996)。已婚婦女在家庭事件中的生氣情緒諮商之改變歷程分析研究。國立彰化師範大學輔導研究所博士論文,未出版,彰化。
鄭玉英(1998)。人際因應轉變諮商模式之理念模式的建構。國立台灣師範大學教育心理與輔導研究所博士論文,未出版,台北。
鄭如安(2006)。身體受虐兒童親子互動遊戲諮商模式之建構。國立高雄師範大學輔導與諮商研究所博士論文,未出版,高雄。
魏麗敏(1996)。影響國小兒童數學成就之自我調節學習與情感因素及其策略訓練效果之研究。國立台灣大學教育心理暨輔導研究所博士論文,未出版, 台北。
Bandura, A. (1997). Self-Efficacy: The exercise of control. New York: Freeman.
Bednar, R. L., & Weinberg, S. L. (1970). Ingredients of successful treatment programs for underachievers. Journal of Counseling Psychology, 17(1), 1-7.
Benjamin, L. S. (1974). Structural analysis of social behavior. Psychological Review, 81, 392-425.
Berlin, S. B., Mann, K. B., & Grossman, S. F. (1991). Task analysis of cognitive therapy for depression. Social Work Research & Abstract, 27(2), 3-11.
Csikszentmihalyi, M., & Massimini, F. (1985). On the psychological selection of bio-cultural information. New Ideas Psychology, 3, 15-138.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.
Eccles, J. S. (1987). Gender roles and women’s achievement related decisions. Psychology of Women Quarterly, 11, 135-172.
Eccles, J. S., & Wigfield, A. (1995). In the mind of the actor: The structure of adolescents’ achievement task values and expectancy-related beliefs. Personality and Social Psychology Bulletin, 21, 215-225.
Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109-132.
Eccles, J., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motivation (pp. 75-146). San Francisco: Freeman.
Elliott, R. (1986). Interpersonal process recall (IPR) as a psychotherapy process research method. In L. S. Greenberg & W. M. Pinsof (Eds.), The psychotherapeutic process: A research handbook (pp. 503-527). NY: The Guild Ford.
Emerick, L. J. (1992). Academic underachievement among the gifted: Students’ perceptions of factors that reverse the pattern. Gifted Child Quarterly, 36(3), 140-146.
Gadwa, K., & Griggs, S. A. (1985). The school dropout: Implications for counselors. The School Counselor, 9-17.
Garfielf, L., & McHugh, E. A. (1978). Learning counseling: A higher education student support service. Journal of Higher Education, 49(4), 382-392.
Greenberg, L. S. (2007). A guide to conducting a task analysis of psychotherapy change. Psychotherapy Research, 17(1), 15-30.
Heppner, P. P., Kivlighan, D. M., Jr., & Wampold, B. E. (1992). Research design in counseling. Pacific Grove: Brooks/Cole Publishing Company.
Hidi, S., & Baird, W. (1986). Interestingness-a neglected variable in discourse processing. Cognitive Science, 10, 179-194.
Kyung-Won, J. (1990, August). Counseling and guidance for gifted underachievers. Paper presented at the meeting of Southeast Asian Regional Conference on Giftedness, Manila, Philippines.
Mahrer, A. R. (1988). Discovery-oriented psychotherapy research: Rationale, aims, and methods. American Psychologist, 43(9), 694-702
Mahrer, A. R., & Nadler, W. P. (1986). Good moments in psychotherapy: A promising research avenues. Journal of Consulting and Clinical Psychology, 54, 10-15.
Martin, J., Marx, R. W., & Martin, E. W. (1980). Instructional counseling for chronic underachievers. The School Counselor, 109-118.
Miles, M. B., & Huberman, A. M. (1984). Qualitative data analysis: A resource book new method. Beverly Hills, California: Sage Publications.
Pintrich, P. R., & Schunk, D. H. (1996). Motivation in education: Theory, research, and applications. Englewood Cliffs, NJ: Prentice-Hall, Inc.
Pope, A. W., McHale, S. M., & Craighead, W. E. (1988). Self-esteem enhancement with children and adolescents. Elmsford, New York: Pergamon Press.
Renninger, K. A., & Hidi, S. (2002). Student interest and achievement: Developmental is- sues raised by a case study. In A. Wigfield & J. S. Eccles (Eds.), Development of achievement motivation (pp. 173-195). Academic Press: An Elsevier Science Imprint. 
Rice, L. N., & Greenberg, L. S. (Eds.). (1984). Patterns of change: An intensive analysis of the psychotherapy process. New York: Guildford Press.
Rice, L. N., & Kerr, G. (1986). Measures of client and therapist vocal quality. In L. Green- berg & W. Pinsof (Eds.), The psychotherapeutic process: A research handbook (pp. 73-106). New York: Guildford Press.
Rice, L. N., & Saperia, E. P. (1984). Task analysis of the resolution of problematic reac- tions. In L. N. Rice & L. S. Greenberg (Eds.), Patterns of change: An intensive analysis of the psychotherapy process (pp. 29-66). New York: Guilford Press.
Rogers-Stephen, J. (1984, March). Retaining students on probation: An academic counsel- ing model. Paper presented at the meeting of the American Association for Counseling and Development, Houston, TX.
Schiefele, U. (1999). Interest and learning from text. Science Study Reading, 3, 257-80.
Schunk, D. H. (1990). Goal setting and self-efficacy during self-regulated learning. Educational Psychologist, 25(1), 71-86.
Stern, R. S. (2001). A task analysis of parent-adolescent reattachment in family therapy. Unpublished doctoral dissertation, New School for Social Research, New York.
Stiles, W. B. (1980). Measurement of the impact of psychotherapy sessions. Journal of Consulting and Clinical Psychology, 48, 176-185.
Toukmanian, S. G. (1986). A measure of client perceptual processing. In L.S. Greenberg & W. M. Pinsof (Eds.), The psychotherapeutic process: A research handbook (pp. 107-130). New York: Guildford Press.
Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological Review, 92, 548-73.
Wigfield, A., & Eccles, J. S. (1992). The development of achievement task values: A theoretical analysis. Developmental Review, 12, 265-310.
Wigfield, A. (1994). Expectancy-Value theory of achievement motivation: A developmental perspective. Educational Psychology Review, 6(1), 49-78.
Wigfield, A., & Eccles, J. S. (2002). The development of competence beliefs, expectancies for success, and achievement values from childhood through adolescence. In A. Wigfield & J. S. Eccles (Eds.), Development of achievement motivation (pp. 91-120). Academic Press: An Elsevier Science Imprint.
Wilson, N. S. (1986). Counselor interventions with low-achieving and underachieving elementary, middle, and high school students: A review of the literature. Journal of Counseling and Development, 64, 628-634.

全文下載
全文下載