| 摘要: | 摘 要
本研究旨在探討探索教育活動對高中學生自我概念與失敗容忍力之影響，採準實驗研究設計，以量表施測之統計分析為主要研究結果，並且輔以訪談、觀察等質性資料作為參考；研究樣本為台北市立內湖高級中學九十二學年度高一學生58位。
在量化研究部分，研究工具包括自我概念量表與失敗容忍力量表，以描述統計、獨立樣本t考驗、獨立樣本單因子共變數分析、相依樣本t考驗等方法進行統計分析；在質性分析部分，研究工具包括探索教育活動回饋表、探索教育活動追蹤回饋表、研究者、編碼員、研究輔助工具等，並將所得資料進行整理分析。
本研究依統計分析結果形成主要結論如下：
一、探索教育活動對高中學生之自我概念無顯著立即影響。
二、探索教育活動對高中學生之失敗容忍力無顯著立即影響。
三、探索教育活動對高中學生之自我概念除心理自我外無顯著延宕影響。
四、探索教育活動對高中學生之失敗容忍力無顯著延宕影響。
而質性資料分析之參考結果如下：
一、探索教育活動對高中學生自我概念之生理自我可能有影響
二、探索教育活動對高中學生自我概念之社會自我可能有影響
三、探索教育活動對高中學生失敗容忍力之失敗情緒感受可能有影響
四、探索教育活動對高中學生失敗容忍力之失敗行動取向可能有影響
關鍵詞：探索教育、自我概念、失敗容忍力
An Investigation of the Influence of Adventure Education on Senior High Students’ Self-concept and Failure Tolerance
Chi-Yang Chung
Abstract
The purpose of this study is to investigate the influence of adventure education on senior high school students’ self-concept and failure tolerance. The research methods used are quasi-experimental designs and the main results come from the statistical analysis of testing scales as well as some qualitative methods such as interviews and observations. In addition, the subjects involved in this study are 58 first graders in Taipei NeiHu Senior High School.
As for the quantitative research, the research tools used in this thesis include self-concept scale and failure tolerance scale and the results are statistically analyzed with descriptive statistics, independable T-test, independable One-way ANOVA, and dependable T-test. Additionally, about the qualitative analysis, the research tools are feedback scale of adventure education, tracing feedback scale of adventure education, researchers, encoders, and other assistant research tools. The research data gathered are then examined and analyzed well.
According to the statistical analysis, some main conclusions are got for this study and are listed in the following:
1. Adventure education has no significant immediate influence on senior high students’ self-concept.
2. Adventure education has no significant immediate influence on senior high students’ failure tolerance.
3. Adventure education has no significant delayed influence on senior high students’ self-concept, except for psychological ego.
4. Adventure education has no significant delayed influence on senior high students’ failure tolerance.
Moreover, below are the referential results come from qualitative data:
1. Adventure education may have an influence on physical ego in senior high students’ self-concept.
2. Adventure education may have an influence on social ego in senior high students’ self-concept.
3. Adventure education may have an influence on feelings of failures in senior high students’ failure tolerance.
4. Adventure education may have an influence on potential acts following failures in senior high students’ failure tolerance.
Keywords: adventure education, self-concept, failure tolerance
An Investigation of the Influence of Adventure Education on Senior High Students’ Self-concept and Failure Tolerance
Chi-Yang Chung
Abstract
The purpose of this study is to investigate the influence of adventure education on senior high school students’ self-concept and failure tolerance. The research methods used are quasi-experimental designs and the main results come from the statistical analysis of testing scales as well as some qualitative methods such as interviews and observations. In addition, the subjects involved in this study are 58 first graders in Taipei NeiHu Senior High School.
As for the quantitative research, the research tools used in this thesis include self-concept scale and failure tolerance scale and the results are statistically analyzed with descriptive statistics, independable T-test, independable One-way ANOVA, and dependable T-test. Additionally, about the qualitative analysis, the research tools are feedback scale of adventure education, tracing feedback scale of adventure education, researchers, encoders, and other assistant research tools. The research data gathered are then examined and analyzed well.
According to the statistical analysis, some main conclusions are got for this study and are listed in the following:
1. Adventure education has no significant immediate influence on senior high students’ self-concept.
2. Adventure education has no significant immediate influence on senior high students’ failure tolerance.
3. Adventure education has no significant delayed influence on senior high students’ self-concept, except for psychological ego.
4. Adventure education has no significant delayed influence on senior high students’ failure tolerance.
Moreover, below are the referential results come from qualitative data:
1. Adventure education may have an influence on physical ego in senior high students’ self-concept.
2. Adventure education may have an influence on social ego in senior high students’ self-concept.
3. Adventure education may have an influence on feelings of failures in senior high students’ failure tolerance.
4. Adventure education may have an influence on potential acts following failures in senior high students’ failure tolerance.
Keywords: adventure education, self-concept, failure tolerance |
