2x2完美主義模式、學習遷移和自我效能：如何連結藝術與英語學習？
中文摘要
本計劃之目的在於探討藝術相關科系學生學習遷移的潛力，以及害怕失敗、遲滯拖延和自我效能對學習英語文的關係與影響。學習遷移已經研究超過一百年以上，它是一個非常重要但是卻是一個難以找出答案的議題，最主要的困難有三：第一、遷移的程度是相對性的，實驗組如何表現的比對照組還好呢?第二、什麼樣的遷移行為該被衡量？幾乎沒有一種評量方法可以適用所有例子，第三、在做學習遷移實驗時，實驗組和對照組的行為表現其信度和效度難以衡量(Cormier & Hagman, 2014)。這樣聽起來，能夠找到學習遷移的證據機會是很小的，但是Baum, Owen, 和 Oreck (1997)發現藝術和學生的課業表現是有關連的。Catterall (2002)亦發現透過音樂可以促進認知發展，戲劇可以幫助英文閱讀能力，視覺藝術可以幫助問題解決能力，以及舞蹈可以培養學生持續力。除了學習遷移以外，我們也將探討害怕失敗、遲滯拖延和自我效能對學生學習英文的影響，大家對藝術相關科系學生普遍的刻板印象就是在學科上尤其是英文，表現不是很好，學生是因為語言能力的問題嗎？還是他們害怕在英文考試中失敗或是課堂上表現不佳?還是他們寧願花時間在自己的專業領域上面，所以他們能總是找到原因來拖延學習英文呢？本研究之實驗參與者約為三百四十六位藝術相關科系學生。研究工具為三: (一)實驗參與者每學期皆會接受線上全民英檢施測，成績一方面做為學生對自我英語能力的了解，也做為老師備課時的參考，在本計劃中將做為檢視英語文學習之用。(二)問卷:分為五個部份：第一部分為學生之基本資料、第二部分為學習遷移，問題的內容是採自Jame’s的研究。第三部分為Conroy的「害怕失敗量表」，第四部份為Solomon 和 Rothblum 的「學習遲滯拖延量表」，第五部分為Pintrich和DeGroot 的「自我效能量表」。(三)訪談: 訪談題目來自Forsyth, Conroy, Solomon 和 Rothblum 以及Usher的研究，訪問對象為英文資優並且申請英文免修的學生。本計畫研究結果顯示在學習轉移理論中，學生會使用解決問題策略、作筆記和預測能力。當檢視英文高低成就兩組時發現在緊靠策略與搭橋策略皆有顯著性的差異，這意味著英文能力越高的學生越會使用學習轉移策略。在學習策略轉移當中，模擬和解決問題策略是兩個有顯著性的預測分子。關於完美主義，在結構方程式當中並沒有扮演中介的角色，然而當在解構方程式時發現到我們忽略了”state-like似態因子”跟”trait-like似徵因子”的因素，根據2007的理論指出Forst跟Hewitt的問卷比較傾向於” trait-like似徵因子”，但自我效能是傾向於”state-like似態因子”，所以我們交換了完美主義跟自我效能的位置，結果顯示自我效能在完美主義和學生的英文能力之間扮演中介的角色。
Abstract
The purpose of the project was to examine the potential of transfer of learning for arts students and the relationships among students’ fear of failure, procrastination, and self-efficacy with learning English. The participants were 346 arts majors. The research tools included an online GEPT test, a questionnaire, and an interview. The questionnaire consisted of five parts. Part I recorded students’ demographic information. Part II was transfer of learning. The question items were adopted from James’ study (2006). Part III was a short form of Conroy’s User’s Manual of Performance Failure Appraisal Inventory (PFAI) in 2002. The fourth part was Procrastination Assessment Scale for Students (PASS) developed by Solomon and Rothblum (1984). Nine items for taking an exam and 10 items of writing for term papers or assignments were chosen. Part V dealt with students’ self-efficacy and it included nine items from the Pintrich and De Groot (1990) Motivated Strategies for Learning Questionnaires (MSLQ). The interview questions were adopted from four studies by Forsyth (2012), Conroy (2002), Solomon and Rothblum (1984), and Usher (2009). The questionnaire underwent a pilot stage in December 2016, after which the questionnaires and interview questions were modified according to the suggestions given by the invited participants. After participants had completed the questionnaires, the data was processed using a stepwise regression model, a t-test, a correlational test, and a Structural Equation Modeling (SEM) model. In this project, we determined the specific language-learning features of arts students to help them identify the appropriate strategies to improve their English proficiency levels. Regarding the issue of transfer of learning, the results show that students used problem-solving strategy, note-taking, and predication to learn English as the way how they learnt their majors and how they applied it in learning English. To examine the opinions between High Proficiency Learners and Low proficiency learners, a t-test was implemented. Significant differences were shown for both hugging and bridging strategy for HPL and LPL groups. It meant that students in HPL group used more hugging and bridging strategy than students in LPL. Among the strategies of transfer of learning, simulation and problem-solving were positive and significant predictors. Regarding the issue of perfectionism, perfectionism was not a mediating factor between students’ self-efficacy and English proficiency levels. However, when examining the model, it was found that the issues between state-like and trait-like constructs were being ignored. Flett, Hewitt, Whelan, and Martin (2007) pointed that the questionnaire items in Forst et al.’s and Hewitt’s studies were inclined to be more trait-like. However, self-efficacy tends to be more “state-like”. Therefore, we switched the position between perfectionism and self-efficacy. Then the results show that self-efficacy displayed a mediating role between perfectionism and student’s English proficiency levels.