國中生問題解決方案之設計及其效果之探討

Abstract

本研究回顧心理學領域中的問題解決模式與相關訓練方法，設計包含基本認知能力、生氣控制與問題解決本身三部分訓練的「人際問題解決能力訓練課程」，並驗證（1）該課程對國中生人際問題解決能力的提升效果；（2）該課程對國中生學校適應狀況的提升效果；（3）性別對課程效果的影響。研究對象為某台北市立國中三年級學生，實驗組（n = 63）與控制組（n = 52）各兩班。採用準實驗設計，實驗組接受九堂的訓練課程，控制組則否。訓練效果分別以「人際問題解決能力題目」與「學生生活調查問卷」加以評量，並比較實驗組與控制組在課程前後的人際問題解決能力與學校適應狀況。結果顯示：（1）「人際問題解決能力課程」能顯著提升實驗組人際問題解決能力；（2）「人際問題解決能力課程」未能顯著提升實驗組學校適應狀況；（3）在訓練之前，實驗組女生的問題解決品質顯著優於男生，而經由「人際問題解決能力訓練課程」顯著提升的人際問題解決能力也有不同，但訓練前後的進步情況則無顯著差別。「人際問題解決能力課程」能顯著提升人際問題解決能力，但卻無法顯著提升學校適應狀況，可能是受到前測與再測時間過短、人際問題並非學生目前的主要壓力源、與課程未完整設計「問題定向反應」部分等的影響。未來應可就這三方面進行較完整的設計，用以進一步探討此項訓練課程的效能。不過以本研究的結果來看，仍可以建議著手推廣人際問題解決能力訓練的課程，來幫助於學生在未來遭遇人際問題時，能更有效的進行問題解決，以減少學生產生適應不佳的可能性。

After reviewing the problem-solving model and related training program in Psychology area, the Interpersonal Problem-Solving Training Program (IPSTP) was designed to improve adolescents’ basic cognitive abilities, abilities of anger-control, and problem-solving proper. This study aimed to exam three targets: 1) the extent to which the training program improves junior high school students’ interpersonal problem-solving competences; 2) the extent to which the training program improves junior high school students’ adaptation to the school; 3) the influence of gender on the effects of the training program. The subjects were senior students from one of the junior high school students in Taipei and classified into Experiment group (n = 63) and Control group (n = 52). By using quasi-experiment design, the experiment group had to finish nine training courses whereas the control group had not to. “Interpersonal problem-solving capability questionnaire” and “Taiwan relationship inventory for child and adolescents” were to used to compare students’ competences of interpersonal problem-solving and adaptation to school in Experiment group and Control group before and after the training program. The main findings of the study were: 1. The IPSTP significantly improved the Experiment group’s interpersonal problem-solving competences. 2. The IPSTP did not significantly improve the Experiment group’s adaptation to school. 3. Before the training program, girls’ problem-solving qualities were significantly higher than boys’. After the training program, boys and girls’ interpersonal problem-solving competences were significantly improved in different ways, but the degrees of improvement did not attain to a significant level. IPSTP can significantly improve the interpersonal problem-solving competences, but can not significantly improve the adaptation to school. There might be three causes of this insignificancy: 1) the interval between test and retest was too short to allow the change happen; 2) the interpersonal problem was not the students’ main stressor; 3) the “orienting responses” were not designed in the training program. In the future we can overcome these three limitations and further to evaluate the validness of this training program. But according to our results, we can still recommend to popularize interpersonal problem-solving training to help students to solve social problems and adapt to school effectively.