阿德勒取向探索活動對國小低自尊
學生輔導效果之研究
摘 要
本研究的主要目的在於探究透過「阿德勒取向探索活動」能否增進國小高年級低自尊學生的自尊。本研究之「阿德勒取向探索活動」，內容是基於探索教育課程設計的三大原則：1.經驗學習環。2.選擇性的挑戰。3.全方位價值契約，並融入阿德勒心理學的重要觀點：社會興趣、生活型態、追求優越、創造性自我等重要概念，分上、下學期進行，共有二十五個活動單元，上學期十三個單元，下學期十二個單元，活動歷程皆包含下列七項活動：1.暖身活動。2.凝聚活動。3.信任活動。4.溝通活動。5.合作活動。6.問題解決活動。7.社會責任活動。
本研究採前後測的實驗設計，分上、下學期實施，研究對象為台北市某國小五年級的學生共28人，其中實驗組14人；控制組14人。實驗組學生參與「阿德勒取向探索活動」，而控制組學生則不參加任何團體活動課程。本研究的自變項為實施「阿德勒取向探索活動」與階段（前測、中測、後測與延宕後測），而所有的參與者均接受「國小學童自尊問卷」(包含心理自尊、生理自尊、學業自尊、人際自尊、家庭自尊)。於整個活動結束一個半月後進行延宕後測，以探究「阿德勒取向探索活動」對國小高年級低自尊學生的延宕效果。
本研究所得資料以混合設計進行統計分析，其結果如下：
一、實驗組學生在學業自尊的後測得分高於控制組學生，顯示「阿德勒取向探索活動」有助於提升國小高年級低自尊學生的學業自尊。
二、實驗組學生在生理自尊、心理自尊、人際自尊、家庭自尊的中測、後測與延宕後測的得分與控制組學生均無差異存在。
由上述的研究結果可推知，從較長期實施的觀點而言，本研究「阿德勒取向探索活動」有助於增進國小高年級低自尊學生的學業自尊。此外，在研究者與實驗組學生的訪談資料中，研究者發現多數學生能將活動中的個人體會與心得，應用至生活中，並改善其在心理、生理、人際等方面對自我的認知評價和情意感受。

A Study of the Guidance Effects of Adlerian- Oriented Adventure Activities for Elementary School Students with Low Self-Esteem
Gen-Wang Chen
Abstract
The purpose of this research was to explore whether the high-grade elementary school students with low-esteem could enhance their self-esteem by participating Adlerian-oriented adventure activities. The contents of Adlerian-oriented adventure activities in this study were based on the three primary principles of curriculum plan in Adventure Education and the major concepts of Adler Psychology. The three principles included: (1) experiential learning circle; (2) challenge by choice; (3) full value contract. The major concepts of Adler Psychology included social interest, life style, strivings for superiority, creative self, and so on. Adlerian-oriented adventure activities in this study included 25 units of activities. 13 units were practiced in first semester and 12 units in second semester. The sequences of this activities included acquaintance activities, de-inhibitizer activities, trust and empathy activities, communication activities, cooperation activities, problem-solving activities and social responsibility activities.
This research adopted experimental design, and administered in the first semester and the second semester. There were 28 fifth-grade elementary school students in Taipei used as the participants (experimental group 14, control group 14). The students in experimental group participated Adlerian-oriented adventure activities. The students in control group didn’t take part in any group activity. The independent variables were Adlerian-oriented adventure activities and stages (previous, median, post and after-post test). The dependent variables were participants’ psychological self-esteem, physical self-esteem, academic self-esteem, interpersonal self-esteem and family self-esteem. In order to understand the delayed effects of Adlerian-oriented adventure activities on the participants, the after-post test was administered one and a half months after the activity was finished.
The collected data were analyzed by split-plot design. The main findings were as follows:
1.The experimental group had higher academic self-esteem scores in post-test than those of the control group. It showed that the Adlerian-oriented adventure activities were helpful to enhance the academic self-esteem of low-esteem elementary school students.
2.There were no differences of psychological self-esteem, physical self-esteem, interpersonal self-esteem and family self-esteem scores in post-test between experimental and control group.
According to the results, from the long-term viewpoints, Adlerian-oriented adventure activities were helpful to enhance the academic self-esteem of high-grade elementary school students with low-esteem. Additionally, from the interview with the experimental group, the researcher found that the students could apply their personal understanding to the daily life, and improved their self evaluation and perception in the self-esteem in psychological, physical and interpersonal aspects.

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