國中學生手線鋸操作風格的量測與建置之研究

Abstract

本研究旨在探討國中學生使用手線鋸進行密集板鋸切任務時的操作風格，並分析其與人格特質及操作歷程心理狀態之間的關聯性。研究招募80名國中學生，透過自行開發的智慧型手線鋸量測鋸切角度、速度等動作參數，並搭配五大人格量表與操作感受量表，進行資料蒐集。操作數據經Z分數標準化後，以階層式集群分析及K-Means分群分析辨識出三類操作風格：不穩定節奏型、快速穩定型、保守緩慢型三個動作態型。進一步以獨立樣本t檢定與皮爾森相關分析探討心理構面與行為表現之間的關聯性，結果顯示情境興趣與挫折容忍度與操作節奏穩定性有顯著相關，情境興趣高者表現出更穩定的節奏，而高挫折容忍者則展現較大節奏變動。研究成果有助於理解學生操作行為的多樣性，並為技術教學的個別化輔導及手工具設計提供實證依據。This study aimed to investigate junior high school students’ operational styles during MDF sawing tasks with a coping saw, and to analyze their relationships with personality traits and motivational factors. Eighty students were recruited, and their cutting angles and speeds were measured using a self-developed smart coping saw, along with the Big Five Inventory and an operational experience questionnaire. Standardized Z-scores were analyzed with hierarchical and K-Means clustering, identifying three operational styles: unstable rhythm, fast-stable, and conservative-slow types. Independent-samples t-tests and Pearson correlations revealed significant associations between psychological dimensions and sawing performance: higher situational interest was linked to more stable rhythms, while higher frustration tolerance was associated with greater rhythm variability. These findings enhance understanding of diverse student behaviors in tool use and provide empirical support for individualized technical instruction and ergonomic tool design.