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| DC 欄位 | 值 | 語言 |
|---|---|---|
| dc.contributor.advisor | 范家銘 | zh_TW |
| dc.contributor.advisor | Damien Chiaming Fan | en |
| dc.contributor.author | 李佳純 | zh_TW |
| dc.contributor.author | Chia Chun Lee | en |
| dc.date.accessioned | 2023-12-20T16:32:10Z | - |
| dc.date.available | 2023-12-21 | - |
| dc.date.copyright | 2023-12-20 | - |
| dc.date.issued | 2023 | - |
| dc.date.submitted | 2023-11-23 | - |
| dc.identifier.citation | References
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| dc.identifier.uri | http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/91333 | - |
| dc.description.abstract | 研究證實焦慮對短期記憶和注意力都有影響，兩者在口譯過程中至關重要。在運動和音樂等專業領域，焦慮早已有明確定義也一直是研究重點。運動員或音樂演奏家可能會因為過度擔心，而無法把注意力資源分配到表現上。由於正念練習有助於把注意力帶回到當下，部分運動和音樂研究探討了正念在減少壓力和提高表現方面的功效。
自2013年以來，口譯研究人員也開始探討正念訓練對口譯員的助益，這些研究採用的練習期間從四周到四年不等，然而長時間的固定投入對受試者或研究人員而言都是一項挑戰。 有鑑於此，本研究邀請八位口譯學生參與混合方法前後測準實驗研究，以探索一次性正念冥想的功效。量化數據包括情境-特質焦慮量表（STAI）分數、NASA工作負荷指數（NASA-TLX）分數及逐步口譯（CI）表現分數，質性數據包括半結構式回顧性訪談及研究者觀察。結果顯示，大多數受試者進行12分鐘的正念呼吸練習之後，狀態焦慮和工作負荷指數皆有不同程度的下降，受試者對正念引導的接受程度會影響下降程度。實驗數據也顯示，相比狀態焦慮，工作負荷和口譯成績的負相關性更強，而狀態焦慮高的組別，通常情境焦慮也較高。本研究結果證實了一次性正念冥想有助於降低情境焦慮及工作負荷，口譯學生若有一套調節壓力和焦慮的對策，對於口譯學習會有莫大幫助。未來研究建議包括加入安慰劑對照組以確定正念練習的實際效果，或納入不同時間長度的實驗組來評估正念練習時間長度對口譯表現的影響。 | zh_TW |
| dc.description.abstract | Anxiety is known to have an impact on short term memory and concentration，both of which are crucial during the interpreting process. In professional fields such as sports and music where performance is evaluated according to a set of criteria, anxiety has long been researched and defined. Some of these studies explore the efficacy of mindfulness intervention in decreasing perceived stress and improving performance.
Since 2013, researchers have also been taking an interest in mindfulness training for interpreters. All of these studies applied mindfulness training for a set period of time that included multiple exercises. But the significant barriers to consistent attendance and practice were the schedule, continuity, and duration. In light of this, eight interpreter interpreting students were invited to participate in a mixed-methods, quasi-experimental design to explore the efficacy of a brief mindfulness induction. The quantitative data included the state anxiety score from the State-Trait Anxiety Inventory (STAI), workload score from the NASA Task Load Index (NASA-TLX) and consecutive interpretation (CI) performance score. Results showed that a 12-minute mindfulness breathing exercise helped most of the participants lower their state anxiety level and perceived workload in various degrees. A calculation of Spearman’s correlation coefficient (ρ) also indicated that workload was negatively correlated with CI performance more so than state anxiety. Future research suggestions include incorporating a placebo-controlled group to ascertain the genuine effects of meditation and different intervention groups with varying timeframes to assess their impact on the interpreting performance outcome. | en |
| dc.description.provenance | Submitted by admin ntu (admin@lib.ntu.edu.tw) on 2023-12-20T16:32:10Z No. of bitstreams: 0 | en |
| dc.description.provenance | Made available in DSpace on 2023-12-20T16:32:10Z (GMT). No. of bitstreams: 0 | en |
| dc.description.tableofcontents | Contents
口試委員審定書 i 誌謝 ii 摘要 iii Abstract iv Contents v List of Tables vii List of Figures viii Chapter 1 Introduction 1 Chapter 2 Review of Literature 4 2.1 Anxiety and Performance and the Processing Efficiency Theory (PET) 4 2.2 Performance anxiety across the fields: athletic and music performance 6 2.3 Mindfulness meditation for stress and anxiety reduction 7 2.4 Mindfulness as an Intervention for Athletic and Music Performance 8 2.5 Consecutive Interpretation as a Performance and Anxiety in Interpreting Studies 10 2.6 Workload and Interpreting Performance 12 2.7 Empirical Studies about the Effect of Mindfulness Training as Applied to Interpreting 13 2.8 The Efficacy of Brief Mindfulness Inductions 15 Chapter 3 Methods 18 3.1 Participants 18 3.2 Stimuli Materials 20 3.3 Data Collection 22 3.4 Induction Material 26 3.5 Experiment Procedure 27 3.6 Data Collection 30 3.7 Data Analysis 33 Chapter 4 Results 34 4.1 Group Results 34 4.2 Findings from Individual Results 50 4.3 Artificial Grouping: High Trait Anxiety Participants vs. Low Trait Anxiety Participants 60 Chapter 5 Discussion 67 5.1 Summary of Findings 67 5.2 Workload, State Anxiety and CI Performance 70 5.3 Trait Anxiety, State Anxiety and CI Performance 72 5.4 General Discussion 76 Chapter 6 Conclusion 78 6.1 Research Questions 78 6.2 Contributions, Implications and Applications 79 6.3 Limitations 79 6.4 Recommendations for Future Research 80 References 82 Appendix A - Stimuli materials 93 Appendix B - Information sheets for participants 96 Appendix C - Transcript of twelve-minute guided breathing exercise 97 Appendix D - Definition of six workload-related factors 100 Appendix E - Interview questions 101 Appendix F - STAI form Y-1 and Y-2 104 Appendix G - Consent Form 106 List of Tables Table 2.1 Previous Studies on Mindfulness as an Intervention to Improve Athletic Performance 9 Table 2.2 Previous Studies on Mindfulness as an Intervention for MPA 10 Table 2.3 Previous Studies on Mindfulness as an Intervention in Interpreting Studies 14 Table 2.4 Definitions of Different Durations of Mindfulness activities 16 Table 3.1 Participant Groupings with their Mean and SD of Trait Anxiety Scores 20 Table 3.2 Speech Analysis Results 21 Table 3.3 Length of Experimental Materials 21 Table 3.4 The LTTC Criteria for Assessment on Accuracy (Liu, 2013) 31 Table 3.5 The LTTC Criteria for Assessment on Delivery (Liu, 2013) 32 Table 4.1 Participants’ Y-1 Scores 35 Table 4.2 Descriptive Statistics of Participants’ Y-1 Scores 36 Table 4.3 Participants’ Workload Scores 37 Table 4.4 Descriptive Statistics of Participants’ NASA-TLX Scores 38 Table 4.5 Descriptive Statistics of Experimental Group’s Ratings of Six Workload-Related Factors 40 Table 4.6 Experimental Group’s Paired Samples T-Test 40 Table 4.7 Descriptive Statistics of Control Group’s Ratings of Six Workload-Related Factors 41 Table 4.8 Control Group’s Paired Samples T-Test Paired 41 Table 4.9 CI Results - First Speech 43 Table 4.10 Descriptive Statistics of Speech 1 rating result - Control group 43 Table 4.11 Descriptive Statistics of Speech 1 rating result - Experimental group 44 Table 4.12 Speech 1 Intraclass Correlation 44 Table 4.13 CI Results – Second Speech 45 Table 4.14 Descriptive Statistics of Speech 2 rating results - Control Group 45 Table 4.15 Descriptive Statistics of Speech 2 rating results - Experimental Group 45 Table 4.16 Speech 2 Intraclass Correlation 46 Table 4.17 CI Final Results – First Speech 47 Table 4.18 CI Final Results – Second Speech 47 Table 4.19 Descriptive Statistics of Y-1 Without the Outlier 57 Table 4.20 Descriptive Statistics of NASA-TLX Without the Outlier 58 Table 4.21 High and Low Trait Anxiety Participants’ CI Scores 61 Table 4.22 High and Low Trait Anxiety Participants’ State Anxiety Scores 63 Table 4.23 High and Low Trait Anxiety Participants’ Workload Scores 65 Table 5.1 All Mean Scores and the Statistic Values of the Control Group and the Experimental Group 67 Table 5.2 Spearman's Correlations 72 Table 5.3 High and Low State Anxiety Participants’ Workload and CI Scores in the First Test 75 List of Figures Figure 3.1 First page of NASA-TLX Questionnaire 25 Figure 3.2 Definitions of Six Workload-related Factors 26 Figure 3.3 Sequence of Experiment 30 Figure 4.1 Group Means of State Anxiety 36 Figure 4.2 Group Means of NASA-TLX Scores 39 Figure 4.3 Comparison of the Results from the Control Group and the Experimental Group 42 Figure 4.4 CI Performance 48 Figure 4.5 CI Performance Without the Outlier 49 Figure 4.6 Individual Results of Experimental Group Participants’ Y-1 Score 50 Figure 4.7 Individual Results of Experimental Group Participants’ NASA-TLX Scores 51 Figure 4.8 Individual Results of Experimental Group Participants’ CI Scores 52 Figure 4.9 Individual Results of Control Group Participants’ Y-1 Score 55 Figure 4.10 Individual Results of Control Group Participants’ NASA-TLX Scores 55 Figure 4.11 Group Means of Y-1 Without the Outlier 57 Figure 4.12 Group Means of NASA-TLX Without the Outlier 58 Figure 4.13 Individual Results of Control Group Participants’ CI Scores 59 Figure 4.14 Group Means of CI Performance of High and Low Trait Anxiety Groups 62 Figure 4.15 Group Means of State Anxiety of High and Low Trait Anxiety Groups 64 Figure 4.16 Group Means of Workload of High and Low Trait Anxiety Groups 66 Figure 5.1 The Relationship Between Workload and CI Performance 71 Figure 5.2 The Relationship Between State Anxiety and CI Performance 71 | - 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| dc.language.iso | en | - |
| dc.subject | 焦慮 | zh_TW |
| dc.subject | 口譯表現 | zh_TW |
| dc.subject | 逐步口譯 | zh_TW |
| dc.subject | 工作負荷 | zh_TW |
| dc.subject | 正念 | zh_TW |
| dc.subject | 焦慮 | zh_TW |
| dc.subject | 口譯表現 | zh_TW |
| dc.subject | 逐步口譯 | zh_TW |
| dc.subject | 工作負荷 | zh_TW |
| dc.subject | 正念 | zh_TW |
| dc.subject | anxiety | en |
| dc.subject | interpreting performance | en |
| dc.subject | anxiety | en |
| dc.subject | mindfulness | en |
| dc.subject | workload | en |
| dc.subject | consecutive interpreting | en |
| dc.subject | interpreting performance | en |
| dc.subject | consecutive interpreting | en |
| dc.subject | workload | en |
| dc.subject | mindfulness | en |
| dc.title | 一次性正念冥想對於調節口譯學生逐步口譯焦慮之影響 | zh_TW |
| dc.title | Brief Mindfulness Meditation as an Intervention to Regulate Interpreter Trainees’ Anxiety during Consecutive Interpretation | en |
| dc.type | Thesis | - |
| dc.date.schoolyear | 112-1 | - |
| dc.description.degree | 碩士 | - |
| dc.contributor.oralexamcommittee | 吳茵茵;張鳳蘭 | zh_TW |
| dc.contributor.oralexamcommittee | Yin-yin Wu;Feng-lan Chang | en |
| dc.subject.keyword | 焦慮,正念,工作負荷,逐步口譯,口譯表現, | zh_TW |
| dc.subject.keyword | anxiety,mindfulness,workload,consecutive interpreting,interpreting performance, | en |
| dc.relation.page | 106 | - |
| dc.identifier.doi | 10.6342/NTU202304434 | - |
| dc.rights.note | 同意授權(全球公開) | - |
| dc.date.accepted | 2023-11-24 | - |
| dc.contributor.author-college | 文學院 | - |
| dc.contributor.author-dept | 翻譯碩士學位學程 | - |
| 顯示於系所單位： | 翻譯碩士學位學程 | |
文件中的檔案：
| 檔案 | 大小 | 格式 | |
|---|---|---|---|
| ntu-112-1.pdf | 2.9 MB | Adobe PDF | 檢視/開啟 |
系統中的文件，除了特別指名其著作權條款之外，均受到著作權保護，並且保留所有的權利。