社會比較傾向與不同作文教學法對寫作焦慮、體驗價值及學習成效之影響
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2015
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Abstract
根據「社會比較理論」，人們往往會表現出兩種不同的社會比較傾向：影響他們的學習成效的向上比較和向下比較。因此，本研究試圖通過三種不同的學習方法探索學生的社會比較傾向：向上比較的學習模式（即：給學生較好的寫作範例，讓學生評估其中優秀之處）為實驗組，向下比較的學習模式（即：給寫作學生較不出色的作品，並修正這些作品中表現不好的地方）亦為實驗組，沒有使用社會比較傾向的學習組別（即：使用講述為主的寫作教學）是對照組。
由上述基礎，本研究將三個班級共90個九年級的學生，分成三個組別，連續實行六週的實驗。多變量變異數分析(MANOVA)後，本研究的結果表明，「向下比較」組中的寫作學習成效比「向上對照」和「沒有比較傾向」的組別顯著的較好；趣味體驗價值顯著的較高；寫作焦慮有顯著的降低。而在趣味性價值中發現了，三組學生在六次實驗中，都是有進步的，證實趣味性價值的感受高低其實不影響學習成效。
關於本項研究的建議，社會比較中向上比較以及向下比較傾向的教學法皆可以應用到作文的寫作中，都能達到進步，其中又以向下比較的效果較佳。通過要求學生評量他人的作文，可以提高他們對於寫作的認知，對於寫作可能犯的錯誤能有更多的認識並加以避免。
According to social comparison theory, people tend to play two types of social comparison: upward and downward comparisons that affect their learning effectiveness. Thus, this study attempted to explore students’ tendency of social comparison by attaching them with three learning approaches: upward comparison group (i.e., giving better examples of writing for students to assess what good sides in those articles), downward comparison group (i.e., give worse example of writing for students to assess bad sides in those articles), and non- comparison group (i.e., using didactic-oriented writing teaching). Accordingly, ninety 9th grades students were divided three groups into this experiment for 6 weeks. After applying MANOVA, the results of this study revealed that the learning outcome in the “downward comparison group” was better than “upward comparison group” and “non-comparison group”. On writing anxiety in two experimental groups were decreased significantly over 6 time practice. Generally, two experimental groups’ writing anxiety was less than control group. Another finding relevant to hedonic value in writing composition indicated that students of three groups were getting better over six times and there was no significance being proved. The implication of this study suggested that downward social comparison can be applied to writing composition by ask students to criticize others’ composition to increase their cognitive dis-equivalence to have better awareness of writing errors.
According to social comparison theory, people tend to play two types of social comparison: upward and downward comparisons that affect their learning effectiveness. Thus, this study attempted to explore students’ tendency of social comparison by attaching them with three learning approaches: upward comparison group (i.e., giving better examples of writing for students to assess what good sides in those articles), downward comparison group (i.e., give worse example of writing for students to assess bad sides in those articles), and non- comparison group (i.e., using didactic-oriented writing teaching). Accordingly, ninety 9th grades students were divided three groups into this experiment for 6 weeks. After applying MANOVA, the results of this study revealed that the learning outcome in the “downward comparison group” was better than “upward comparison group” and “non-comparison group”. On writing anxiety in two experimental groups were decreased significantly over 6 time practice. Generally, two experimental groups’ writing anxiety was less than control group. Another finding relevant to hedonic value in writing composition indicated that students of three groups were getting better over six times and there was no significance being proved. The implication of this study suggested that downward social comparison can be applied to writing composition by ask students to criticize others’ composition to increase their cognitive dis-equivalence to have better awareness of writing errors.
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寫作焦慮, 社會比較傾向, 趣味性體驗價值, 範文閱讀教學法, 同儕評量教學法, 講述教學法, Writing anxiety, Social comparison, hedonic value, Text-model approach, Peer assessment, Didactic-oriented instruction