體驗教育對建構大學生心理資本之研究,ERICDATA高等教育知識庫
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篇名
體驗教育對建構大學生心理資本之研究
並列篇名
Effect of Experiential Education on College Students’ Psychological Capital Development
作者 陳淑媛許于仁
中文摘要
本研究以體驗教育為本,將體驗教育活動融入「團隊建立與管理」課程中,以瞭解體驗教育對於建構大學生心理資本的關鍵要素。本研究結合敘事個案研究與量化資料蒐集,針對修習課程的大三及大四學生,共計35位,進行研究。透過一整個學期真實團隊建立發展的歷程,其中包含9次的體驗活動,結合體驗活動後與課程結束後的反思歷程,進行敘事研究資料和問卷資料的蒐集,以瞭解大學生參與體驗教育活動對心理資本建構的影響。研究結果發現,參與者在課程結束之後,對於團隊建立歷程中之自我學習成效、學習滿意度和學習氛圍均有高度的正面評價。透過每個團隊的反思歷程發現,參與者透過體驗活動的參與,協助他們建構心理資本,包括面對挑戰時的希望與樂觀心態、相信自己可以達成目的之自我效能與面對挑戰失敗挫折時的復原力。本研究進一步發現,在體驗教育為本的課程設計中,透過包含明確的團隊目標與獎勵措施、團隊關係的建立、團隊建立與發展體驗歷程與反思討論,以及成功經驗等關鍵要素,可以提升參與者的心理資本。最後,根據本研究結果提供後續相關研究與教學實務上之建議。
英文摘要

Research Motivation and Objectives

Most college students have to address self-identity challenges while adapting to changes in their external environment. In particular, freshmen struggle with adjustment, which can reduce their future employability. Studies have suggested that positive psychological resources contribute to improved wellbeing and adaptability in college students, providing them with competitive advantages. Positive psychological resources, such as optimism and resilience, help individuals manage life and work stress, regulate their mental health, engage in effective problem-solving, and increase their adaptability.

Individuals with positive psychological capital (PsyCap) possess positive psychological resources that assist them in navigating life’s challenges. PsyCap is a measurable and cultivatable psychological state that positively influences social performance and satisfaction. Those with high PsyCap are typically confident, curious, challenge-seeking, and quick to recover from setbacks. Although studies have explored PsyCap in the workplace, few have focused on PsyCap development in college students, particularly those exposed to experiential education. Additionally, most existing PsyCap research is based on quantitative surveys, lacking context on how individuals build PsyCap through their interactions with the environment. The present study proposes an experiential education model that stresses the role of team-building experiences in shaping behavior through contextual development within teams. In response to the increasing importance of team-based tasks in the workplace, the present study examines whether experiential education fosters PsyCap in college students engaging in team tasks. Furthermore, it seeks to identify key elements in experiential education programs that effectively promote the building of PsyCap in college students.

Literature Review

1. Psychological Capital

PsyCap emphasizes positive resources and behaviors. Researchers have identified four core PsyCap constructs: self-efficacy, optimism, hope, and resilience. Luthans et al. (2007) defined PsyCap as a state that promotes optimistic and hopeful outlooks, enabling individuals to set and achieve goals confidently and recover from setbacks. Most studies have focused on employees in corporate settings, where the benefits of PsyCap are well-supported. Because PsyCap is regarded as a key attribute for talent development in business, educational strategies for fostering PsyCap in students are gaining interest. Recent studies have suggested that students with higher PsyCap adopt more positive attitudes toward various events and exhibit higher levels of adaptability, wellbeing, and competitiveness. Thus, PsyCap serves as a resource that builds positive psychological capabilities, aiding individuals in overcoming challenges and fostering positive growth. Accordingly, the present study explores methods for enhancing the PsyCap of college students while they navigate crucial social and career transitions.

2. Effect of Experiential Education on Psychological Capital

Experiential education emphasizes real-world experiences that promote knowledge and skill development through activities (Morris, 2020). This learning model integrates experience, education, and learning, guiding participants to engage in self-reflection and to gain awareness and emotional insights (Beard & Wilson, 2018). Team-based experiential education is beneficial for team building and development, which are crucial for high-performance work structures (Macelaru, 2024). Various experiential activities can strengthen essential skills such as leadership, problem-solving, trust, and communication, enhancing peer interaction and responsibility. Studies have indicated that experiential education can improve students’ team cohesion and learning behaviors. Experiential education provides practical learning opportunities that help young adults develop confidence, problem-solving abilities, and optimism, thereby fostering self-efficacy. By transferring successful experiences to future tasks, students gain resilience and develop a positive outlook on challenges.

Methods

1. Participants and Procedures

The present study recruited 35 junior and senior students from a Team Building and Management course. The students were randomly divided into five groups with both familiar and unfamiliar members to build foundational team dynamics. Informed consent was obtained before data collection. After each activity, groups reflected on their progress and assessed their status. Quantitative and qualitative data were used to assess team development effectiveness and individual experiences. Quantitative data were collected from 31 valid responses submitted by 18 female and 13 male participants.

2. Course Design

The course was based on Tuckman’s (1965) team development stages and emphasized the first four stages of team development, namely forming, storming, norming, and performing, with groups dissolving in the final stage. Reflective activities were conducted after each session to promote team development and optimize performance. Nine experiential activities were scheduled over 18 weeks. Qualitative feedback was collected to obtain the participants’ assessments of team performance, peer respect, and overall learning effectiveness, thereby capturing their reflections on team tasks and experiences.

Results

1. Student Perceptions and Feedback

The results revealed highly positive participant feedback on learning outcomes (Mean = 4.20, standard deviation [SD] = 0.45), satisfaction (Mean = 4.28, SD = 0.33), and learning atmosphere (Mean = 4.65, SD = 0.35). Additionally, the participants perceived strong team performance (Mean = 4.49, SD = 0.45) and peer respect development (Mean = 4.69, SD = 0.52) during team-building activities.

2. Effect of Team Experiences on PsyCap Development

Most groups reported attempting new communication strategies and solutions during team tasks, viewing challenges optimistically and constructively. This finding aligns with prior studies, which have suggested that experiential education fosters positive emotions and memory retention, potentially enhancing future experiences.

3. Effects of Experiential Education on Self-Efficacy and Resilience

The groups described their efforts and motivation to reach goals, supported by encouragement and cooperation. Notably, the fifth group, which initially lacked confidence, gained confidence through mutual support. These results indicate that experiential education promotes responsibility and fosters optimism and self-efficacy.

4. Effect on Resilience

The groups viewed setbacks as motivational learning experiences. Their engagement in reflection helped them to internalize resilience, enabling them to adapt more effectively to future challenges.

Discussion and Recommendations

This semester-long team-based course integrated experiential education, allowing students to experience all stages of team development. The findings indicate that experiential team-building activities contribute to PsyCap by fostering positive perspectives, resilience, confidence, and adaptability.

1. Academic Implications

The present study demonstrated the effectiveness of experiential education in developing key elements of PsyCap among college students. The integration of real team tasks and qualitative narratives highlighted essential factors for enhancing PsyCap.

2. Practical Applications

The present study performed quantitative and qualitative analyses and identified four practical components that should serve as the focus for future experiential education course design:

• Clear Goals and Rewards. Clear team goals and incentives help sustain positive attitudes and self-efficacy. Clear goal setting and the rewarding of progress can enhance student engagement and PsyCap.

• Positive Team Relationship Development. Supportive team dynamics encourage positivity toward tasks and challenges. Strengthening peer relationships can foster positive PsyCap development through social learning.

• Reflection and Discussion. Reflective discussions help learners integrate experiences and increase resilience. Incorporating personal or group reflections aids in enhancing experiential learning.

• Gaining Successful Experiences. Successful experiences can serve as anchors for developing confidence and positivity. Designing tasks to build initial success before introducing complex challenges may help boost PsyCap.

起訖頁 101-138
關鍵詞 大學生心理資本敘事個案研究體驗教育college studentspsychological capitalnarrative studyexperiential education
刊名 教育科學研究期刊  
期數 202412 (69:4期)
出版單位 國立臺灣師範大學
DOI 10.6209/JORIES.202412_69(4).0004   複製DOI
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