摘要

在傳統尚學文化及近年高等教育擴張的影響下，香港家長對子女教育普遍抱有很高的期望。然而，本地大學學額供給不足、親子對教育持有不同期望似乎都是阻礙家長實現「望」子成龍夢的不利因素。為了幫助香港家長實現「望」子成龍的熱望，本研究從家長視角出發，試圖回答以下問題：（1）面對緊張的學額供給，香港家長本就很高的學歷期望是否仍對子女的學業有積極影響？（2）若家長可以使子女與自己懷有相同水平的教育期望，家長的期望是否更易實現？為回答上述問題，我們借鑑了地位取得、社會認知和社會資本理論，針對研究問題提出三種假設。接着，我們運用描述性統計方法和多元線性迴歸模型來分析本次研究所用「香港高中學生升學及就業志向研究」數據。數據分析結果最符合我們據社會資本理論提出的假設：家長教育期望與子女的學業成就呈正相關關係；而當我們控制了家長教育期望的影響時，一致的親子教育期望對子女的學業成績有額外的積極影響。

關鍵詞：教育期望；社會資本；學業成就

Abstract

Deeply influenced by the traditional Chinese culture that respects scholars and the rapid expansion of higher education in recent years, parents in Hong Kong generally hold high expectations for their children’s education. In fact, however, both the shortage of local university places and the parent-child difference in educational expectations are likely to prevent parents from achieving their expectations. To help Hong Kong parents reach their goals, this study aims to answer the following two questions from the perspective of parents. First, facing the fierce competition for university places in Hong Kong, do parents’ way-too-high educational expectations still have positive effects on children’s academic performance? Second, if parents can align their children’s educational expectations with their own, are their expectations more likely to be fulfilled? To answer these questions, we will propose three different hypotheses according to status attainment theory, social cognitive theory, and social capital theory. Then, we will use descriptive statistical methods and multiple linear regression models to analyze the data used in this study (i.e., Panel Study on the Career and Educational Orientations of the Senior High School Students in Hong Kong). The results of data analyses are largely in line with the hypothesis drawn from the social capital theory. Parents’ educational expectations are positively related to their children’s academic performance. When parents’ educational expectations are conditioned, the alignment of parents’ and children’s expectations is likely to have an additional positive effect on academic achievement.

Keywords: educational expectation; social capital; academic achievement

摘要

本研究旨在探討不同社經地位青少年的父母支持和同儕支持對於心理健康之影響，比較在不同家庭社經地位下，父母和同儕是否具有同等重要性，還是會因為社經地位而有所差異。研究資料來自台灣青少年成長歷程研究（Taiwan Youth Project, TYP），研究對象為其中969名國一學生。資料分析包括結構方程模型與多群組分析。研究發現：（1）對於高社經地位青少年，父母支持對自尊有正向顯著效果、對憂鬱則有負向顯著效果，但同儕支持對自尊和憂鬱皆無顯著效果；（2）對於低社經地位青少年，父母支持、同儕支持對自尊皆有正向顯著效果、對憂鬱則皆有負向顯著效果；（3）相對於低社經地位青少年，高社經地位青少年的父母支持對自尊的正向效果、父母支持對憂鬱的負向效果顯著更高；同儕支持對自尊和憂鬱的效果則無顯著差異。總結來說，高社經地位青少年心理健康主要受父母親影響，且影響程度明顯高於低社經者；低社經地位青少年心理健康同時受父母親和同儕朋友影響。根據上述結果，本研究針對教育工作和未來研究提出相關建議。

關鍵詞：社經地位；心理健康；青少年；父母支持；同儕支持

Abstract

This study explored how parental and peer support influence the mental health of adolescents with a high and low socioeconomic status (SES). By comparing the SES of adolescents, we examined whether parents and peers have the same importance and whether their influence on mental health differs. Data were provided by the Taiwan Youth Project. The participants were 969 first-grade junior high school students, and the results revealed that: (a) For the adolescents with a high SES, parental support had a significant positive effect on self-esteem and a significant negative effect on depression. Furthermore, peer support had no significant effect on self-esteem and depression. (2) For the adolescents with a low SES, both parental and peer support had a significant positive effect on self-esteem and a significant negative effect on depression. (3) The parental support of the adolescents with a high SES had an increasing effect on self-esteem and depression, which was in contrast to the adolescents with a low SES. In conclusion, the mental health of the adolescents with a high SES was primarily affected by parents, whereas that of the adolescents with a low SES was affected by parents and peers. Based on the results, suggestions for education and future research were provided.

Keywords: socioeconomic status; mental health; adolescent; parental support; peer support

Abstract

The article, based on an ethnographic analysis of the gendered link of caring in primary teaching with motherly work/roles, seeks to articulate the notion that caring in primary teaching may be complex. Data were collected from a case study conducted at a Taiwanese primary school between 2008 and 2009. The findings suggest that the importance of caring was acknowledged, but teachers’ responses about caring varied. Although male teachers manifestly distanced themselves from caring, the evidence suggests that caring does not exclusively relate to gender. Three non-gender-specific values — personal attributes, an emphasis on professional skills, and the discourse of humanism — were proposed for explaining the complexity of the caring phenomenon in the primary-school context.

Keywords: caring; motherly work/roles; femininity; masculinity; teachers’ gender; primary teaching

摘要

本文藉由民族誌分析小學教學中關懷與母親工作／角色的性別關聯，探討小學

教學中關懷的複雜意涵。以2008至2009年台灣某小學的個案研究為資料，本研究發現雖然教師都認同關懷在小學教學中的重要性，但是對於關懷的觀點卻有歧異，例如男教師清楚表示自己的工作和角色與關懷相距甚遠。研究顯示，關懷並非只與性別有關，因此本文提出三個非性別特定的價值──個人特質、重視專業技巧、人道主義論述──以詮釋關懷在小學教學情境中的複雜性。

關鍵詞：關懷；母親工作／角色；女性特質；男性特質；教師性別；小學教學

摘要

本文旨在探究澳門小學《品德與公民》教科書中有關「公民身分」及「公民意識」的論述及內涵。透過文本分析發現：（1）個體及集體層次的公民身分意識成為教材中的顯性話語；（2）教科書相當重視公民品德之養成，強調個體的自我規訓及集體價值；（3）愛國教育與公民教育互相滲透，培養具有愛國意識的中國公民；（4）呈現出以尊重為主色調的世界公民養成。總體而言，教科書所呈現的公民身分強調國族認同，公民意識以責任為取向，本質上仍然是被動、帶有自我規訓的公民觀。本文建議課程設計須重視公平與批判思考的公民素養，以發揮培育良好公民的功能和使命。

關鍵詞：公民身分；公民意識；澳門；教科書分析

Abstract

This article aims to explore the discourses of citizenship identity and civic awareness embedded in the series of Moral and Civic Education primary school textbooks in Macao. The study reveals that: (a) the personal and collective level of civic awareness is the dominant discourse in the textbooks; (b) the textbooks give an important weighting to the cultivation of the character of citizens as well as the importance of individual self-discipline and collective value; (c) patriotic education and civic education intertwine in order to cultivate a patriotic Chinese citizen; (d) “respect” is the key concept in cultivating the global citizen in the textbooks. The citizenship presented in the textbooks emphasizes the formation of national identity, and a form of responsibility-driven civic awareness. In essence, the cultivation of citizenship identity and civic awareness still demonstrates a passive and self-disciplined view. This article suggests that curriculum design should emphasize on the cultivation of fairness and critical thinking in order to fulfill a comprehensive mission and function of citizenship education.

Keywords: citizenship identity; civic awareness; Macao; textbook analysis

摘要

本研究探討台灣大專身心障礙學生對其所修習適應體育課程目標之觀感，包括對目標的期待、達成目標的感受及與此期待相關的因素。以隨機取樣全台灣北中南東共53所大專院校，而後向曾經修習適應體育課程的216位身心障礙學生，以自編問卷施測。結果以SPSS描述統計、單因子變異數分析及AMOS進行結構方程模型驗證後發現：（1）大專身心障礙學生對適應體育課程存有一定期待，修課經驗卻讓學生覺得教師所授的適應體育課程並不理想，認為期待目標達成的情形不佳；（2）融合體育班級的身心障礙學生比體育特別班的學生參與適應體育課程的狀況更佳；輕度障礙比中重度障礙學生對適應體育課程目標達成的情形較滿意；（3）學生對大專適應體育課程目標是否能有正向的期待與其所感受教師執行課程的情形有關聯，與學生個人狀況的關聯則較不明顯。

關鍵詞：結構方程模型；適應體育課程；體育特別班；體育課程目標

Abstract

This study explored the views of college students with disabilities of the goals of adapted physical education courses. A questionnaire was distributed to 216 students with disabilities from 53 colleges in Taiwan. Using descriptive statistics, ANOVA, and the structural equation modeling test, the study found that: (a) students with disabilities had high expectations for adapted physical education courses, and they indicated that the courses did not effectively meet their expectations; (b) students with mild disabilities were more satisfied than students with moderate and severe disabilities with the education goals reached; the students who enrolled in inclusive physical education classes experienced better conditions than those enrolled in segregated physical education classes to participate into the adapted physical education courses; (c) significant correlation was found between the courses offered and the students’ expectations, but the students’ personal conditions did not have correlation with their expectations. The study will contribute to improving adapted physical education for college students with disabilities.

Keywords: parental involvement; school-business partnership; disadvantaged students; positive psychology; hope

摘要

雖然早期研究發現職場霸凌會影響個體心理健康，但其形成機制與外在因素的探討卻不多見。本研究主要依據情感事件理論探討情緒耗竭在職場霸凌與心理健康的中介效果，同時分析因應策略在職場霸凌對情緒耗竭和情緒耗竭對心理健康的調節效果。本研究採用便利抽樣法，共有290位大學職員參與。研究結果發現職場霸凌顯著正向影響情緒耗竭，情緒耗竭顯著負向影響心理健康，情緒耗竭在職場霸凌與心理健康之間有中介效果，因應策略對情緒耗竭與心理健康有顯著調節效果。根據研究結果，本文提出相關實務管理意涵和未來研究建議。

關鍵詞：職場霸凌；心理健康；因應策略；情緒耗竭

Abstract

Although earlier research found that workplace bullying affects an individual’s mental health, investigations of the mechanisms that produce these behaviors and their external factors have remained rare. Based on the affective events theory, we examined the mediating effect of mental exhaustion on the relationship between workplace bullying and mental health. We also analyzed the moderating effects of coping strategies on the relationship between workplace bullying and emotional exhaustion as well as on the relationship between emotional exhaustion and mental health. Convenience sampling was used in this study and 290 university employees participated. We found that workplace bullying significantly and positively correlated with emotional exhaustion, emotional exhaustion significantly and negatively correlated with mental health. We also found that emotional exhaustion had a mediating effect on the relationship between workplace bullying and mental health and coping strategies had a significant moderating effect on the relationship between emotional exhaustion and mental health. Based on these results, we discussed the implications for relevant management practices and provided suggestions for future study.

Keywords: workplace bullying; mental health; coping strategy; emotional exhaustion