The Cognition Mechanism and Intervention Effects of Listening to Senior’s Story: A Longitudinal Study of Learning Behaviors
According to the new Curriculum Guidelines published in 108, high school students are required to submit their academic portfolios as part of the application package for college entrance, which has increased students’ anxiety about preparing academic portfolios and negatively influences their learning performance. This article, inspired by the perspective of Kuder’s personal match, used the research approach of story listening and evaluated the learning effects after students listened to seniors sharing their stories in high school. The effects of learning from seniors’ thoughts and identifying with seniors, which could impact students’ academic achievement, learning resilience, and role modeling, were evaluated by assessing the recognition of self-advantages and self-efficacy based on overcoming obstacles. An experimental longitudinal study was selected as the research design, and a sample of 218 students from three different high schools near Taipei was selected; repeated measures ANOVA and multiple regression were selected to examine the results. Comparing the pre- and post-test scores, the results showed that ""there was"" a significant difference between the experimental and comparison groups in the variable of learning from seniors’ thoughts, but no significant difference in the variable of identifying with seniors.. Meanwhile, there was a significant difference between the two groups in the variables of self-advantages and self-efficacy across the three time intervals; the performance of the experimental group showed an upward trend, while the performance of the comparison group showed a downward trend. In addition, learning resilience at t3 was influenced by the variable of learning from seniors’ thoughts at t2 through the mediation effects of recognizing self-advantages, and academic achievement at t3 was affected by learning from seniors’ thoughts at t2 via the mediation effects of self-efficacy from overcoming obstacles at t2. Furthermore, role modeling at t3 can be shaped by identifying seniors at t2 with the medication effects of self-efficacy from overcoming obstacles at t2. This shows that we can use the story listening approach to reframe the concept of personal matching, which can facilitate two psychological mechanisms that create two different effects. Similarly, it reveals that the intervention effects of story listening on the variable of learning from seniors’ thoughts are more substantial than identifying with seniors as well as enhancing the ability to recognize self-advantages and improving self-efficacy from overcoming obstacles longitudinally. In college counseling, counselors can provide different stories and experiences to help students prepare their academic portfolios with confidence and be successful in college applications.
|關鍵詞||故事介入、前輩匹配、高中學習歷程、學業成就、聽故事取向、Academic achievement、learning resilience、learning process recorded、personal match、story-listening approach|