中輟復學生之復原歷程與關懷關係在其中的角色──以一所合作式中途班為例

Abstract

本研究旨在探討國中中輟復學生之復原力發展歷程以及關懷關係在復原歷程所扮演的角色，採取敘事探究研究取向，以半結構性訪談為資料蒐集主要方法並佐以參與觀察、協同討論和文件分析，共晤談一所合作式中途班的十位復學生與四位師長並針對所得資料進行分析。主要發現如下：一、關懷的師生關係可衍生復學生之信任感與基本的存在感暨價值感，三者乃促進復學生復原力發展之基本要素，可共同：（1）減輕師生互動對於復學生的壓力並降低其自我防衛，（2）促進復學生認同並接受師長的教導，（3）提升復學生的學習成效，（4）恢復復學生舊有的特質與能力。

二、復學生對師長的信任感乃是連結「關懷的師生關係」和「師長教導」之中介因素；而關懷的師生關係能夠擴大「師長教導」對於「學生學習成效」的影響力，是為二者之調節因素。

三、復學生自我價值感提升之原因有六：（1）重要他人無條件的關愛與接納，（2）重要他人的肯認與正向回饋，（3）因個人努力所產生之能力感與自我效能感，（4）關係的改善（包括同儕、師生和親子關係），（5）回饋社會之意願與行動，（6）宗教信仰的力量。

四、復學生在特定的學習或發展上有所提升後便可能產生相對應的復原要素，彙集這些要素所形成之能動性即為個體面對困境得以逆勢成長之復原力。

五、本研究經分析共獲得8項復原力要素：（1）自我覺察與情緒智能、（2）人際連結、（3）問題解決能力、（4）能力感與自我效能感、（5）自信心、（6）和關心他的利社會成人維持良好關係、（7）正向思維、（8）自我價值感，其中1~6項屬於能力傾向的要素，7~8項屬於正向心理的要素。最後依研究發現提出相關建議。This study aims to explore the process of resilience development among middle school students who have gone back to school and the role of caring relation in the resilient process. Employing the methodology of narrative inquiry, the primary method of data collection was semi-structured interviews, supplemented by participant observation, collaborative observation, and document analysis. The study involved interviews with ten dropouts after going back to school and four teachers from a collaborative transition class. Data were analyzed to identify the key factors contributing to students’ resilience. The main findings are as follows:1. A caring teacher-student relationship cultivates trust and fundamental self-worth, which collectively constitute the core elements essential for the development of returning students' resilience. They are both able to: (1) alleviate stress in teacher-student interactions and reduce students’ psychological defensiveness; (2) enhance students’ identification with and acceptance of their teachers’ guidance; (3) improve learning performance; and (4) facilitate the restoration of students’ original characteristics and abilities.2. A caring teacher-student relationship serves as a moderating factor between teacher guidance and student learning outcomes, enhancing the effectiveness of instruction. Moreover, students’ sense of trust in their teachers acts as a mediating factor between caring teacher-student relationships and their acceptance of teacher guidance.

3. There are six identified factors contributing to the enhancement of returning students’ sense of self-worth: (1) the unconditional love and acceptance fromsignificant others; (2) affirmation and positive feedback from significant others; (3) a sense of competence and self-efficacy derived from personal effort; (4) improved interpersonal relationships, including peer, teacher-student, and parent-child relationships; (5) the willingness and actions to give back to society; and (6) the power of religious faith.4. As returning students experience growth in their learning and development, they may generate corresponding resilient factors, which leads to the formation of agency—the core dynamic of an individual’s resilience against adversity.

5. Through data analysis, eight key elements of resilience were identified: (1) self-awareness and emotional intelligence, (2) interpersonal connection, (3) problem-solving skills, (4) sense of competence and self-efficacy, (5) self-trust, (6) maintaining good relationships with prosocial adults, (7) positive thinking (8) sense of self-worth. Among them, items 1 to 6 fall under capability-oriented factors, while items 7 to 8 belong to positive psychological factors.Based on the research findings, relevant suggestions are proposed to support the educational development of the dropouts after going back to school.