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    Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/97683


    Title: 低地位團體成員的向上流動--動機性自我的分析
    Other Titles: Upward Mobility of Lower Status Group Members;Analysis from Self-Motivation Perspectives
    Authors: 張滿玲 ; 陳皎眉
    Keywords: 社會自我認同的彰顯 ; 個人自我認同的彰顯 ; 自我進步 ; 向上流動
    Social-identity enhancement ; Personal-identity enhancement ; Self-improvement ; Upward mobility
    Date: 1999-12
    Issue Date: 2016-06-04 15:09:45 (UTC+8)
    Abstract: 本研究從動機性自我的角度探討低地位團體成員向上流動的行為。在台灣高等教 育體系中，私立大學的社會名聲與教育資源都較國立大學居於弱勢，研究 -- 在這個情境中 以實驗操弄「彰顯社會自我認同」、「彰顯個人自我認同」、與「自我進步」的可能性，結 果發現，有助於「自我進步」的豐富教育資源，對於從私立大學轉學至國立大學的決定，是 最有影響力的因素。研究二的實地研究以從私立大學轉學至國立大學的學生為對象，結果發 現，低地位團體成員對上述三個因素的重視程度有個別差異。「高社會取向成就動機」的人 比「低社會取向成就動機」的人在轉學時更會考成「社會自我認同」是否能夠彰顯，比較在 乎轉學後「個人自我認同」是否會受到影響，而且也比較會為了豐富資源以追求「自我進步 」而轉學至國立大學。「高個我取向成就動機」的人比「低個我取向成就動機」的人更不在 乎「個人自我認同」的彰顯是否會因為轉學而受到影響。
    This study investigated upward mobility of lower status group members from selfmotivation perspectives. In Taiwan`s higher education system, private universities are more disadvantageous than public universities in both social reputation and educational resources. In study I, "social-identity enhancement", "personal-identity enhancement", and "self-improvement" probabilities were experimentally manipulated in this context. It was found that richer educational resources, which increased self-improvement probability, was the most influential factor on decisions to transfer from private to public universities. In study II, 98 students who had just transferred from private to public universities were surveyed. There were individual differences in valuing the above three factors. Students with high social-oriented- achievement-motivation valued social-identity enhancement, personal-identity enhancement, and self-improvement probability more than the students with low social-oriented-achievement-motivation. Students with high individual-oriented- achievement-motivation valued personal-identity enhancement less than those who had low individual-oriented-achievement-motivation.
    Relation: 教育與心理研究, 22(下),387-406
    Journal of Education & Psychology
    Data Type: article
    Appears in Collections:[教育與心理研究 TSSCI] 期刊論文

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