冒險教育對弱勢家庭學生挫折容忍力影響之研究-以桃園某團體自行車環島活動為例

Abstract

本研究旨在探討冒險教育活動對弱勢家庭學生挫折容忍力之影響 ，以參與某社福團體自行車環島活動的25位學生為研究對象 ，活動實施為期十七天的自行車環島之旅， 並以「學童挫折容忍力量表」（包含業、人際）進行前後測 「學童挫折容忍力量表」（包含業、人際）進行前後測調查， 探討冒險教育活動對弱勢家庭學生的挫折容忍力是否有影響，並結合觀察筆記、學生所寫之反思單與質性訪談，討論影響學員挫折容忍力的關鍵因素 為何。 研究發現不同性別的學生在冒險教育活動過後其挫折容忍力的表現，分數表現皆有所提升，不同性別間則沒有差異 。不同學習階段的學生於冒險教育活動後，其在挫折容忍力量表的得分皆有所提升，國小、中及高中生在冒險教育活動後，挫折容忍力沒有因不同學習階段而有不同表現。The study aimed to investigate the influence of adventure education on economically disadvantaged students’frustration tolerance. Twenty-five subjects participated in a 17-day cycling tour hold by a nonprofit organization. The “Student Frustration Tolerance Measurement” (including academic and interrelationship frustration) were applied to explore whether adventure education had impact on economically disadvantaged students’ resilience. Observations, worksheets, and discourse analysis were adopted to gain deep understanding on the students’ resilience. The research conclusions are as follows:

First, students of different genders had no significant difference on frustration tolerance after the adventure education. Second, students of different grades had no significant difference on frustration tolerance after the adventure education. Third, students in elementary school, junior high school, and senior school showed significant difference on frustration tolerance after the adventure education.