因大學學歷貶值使業界提高徵才門檻，造成許多大學生為了就業而選擇讀碩士班，故攻讀碩士已成為臺灣社會趨勢，但是碩士生在研究所學習歷程裡，學習困難對其壓力極大，所以因應策略在碩士生學習困難應對上有重要性，而社會化相關理論，有助於探討碩士生的學習過程，涵蓋碩士生在研究所面臨的學習困難，以及擬定因應策略去應對學習困難，因此本研究選擇以有關社會化的理論去探討碩士生學習歷程。
根據研究動機，本研究有以下四個目的：壹、對碩士生就讀研究所的期盼還有動機進行探討。貳、對碩士生於研究所學習歷程裡，所碰到的困難進行探究。參、理解碩士生為了應對學習困難，所使用的因應策略。肆、對於碩士生學習過程社會化帶來影響的脈絡因素進行分析。
本研究選擇某所大學的教育研究所作為研究場域，並挑選該大學教育研究所的碩士班學生作為研究對象。本研究所選擇的研究法為質性研究法，且經由文件分析還有半結構訪談去蒐集資料。依照對資料的分析，歸納下列五點結論：壹、碩士生就讀研究所的動機還有期望主要為功利性考量，其次為學術研究考量。貳、對英文資料的理解、指導教授針對論文的不明確指引，還有由於疫情產生的影響或系所研究重心而捨棄論文題目，為碩士生在研究所學習的主要困難。參、打混策略常用來應對作業、變通性策略常用在論文撰寫，至於順從策略是碩士生學習時最常運用的策略。肆、尊重教師的社會期望和研究所教師的教學方式係對碩士生學習帶來影響的主要社會脈絡。伍、碩士生論文常受到大學制度影響，至於碩士生在大學所學知能、在學校的教學經驗，以及研究所教師所設計的課程常對碩士生作業撰寫產生影響。

That the industry raised the threshold for the employees of the recruitment because of the depreciation of the university degrees resulted in many college students choosing to study for a master's degree in order to find a job. Therefore, studying for a master's degree has become a social trend in Taiwan. However, during the process of the master students studying in the graduate schools, the learning difficulties that the master students face put great pressure on them, so coping strategies are significant to cope with the master students' learning difficulties, and socialization-related theories are beneficial to research the learning process of the master students, including the learning difficulties the master students face in the graduate schools and formulating the coping strategies to cope with the learning difficulties. Therefore, this study chose to research the learning process of the master students through the socialization-related theories.
According to the motivation for the research, the four purposes of this study are as follows: 1.To discuss the master students’ motivations for studying in the graduate school and their expectations of studying in the graduate school. 2.To explore the difficulties the master students encountered in the process of learning in the graduate school. 3.To understand the coping strategies the master students used in order to cope with the learning difficulties. 4.To analyze the contextual factors influencing the socialization of the master students' learning process.
This study selected the Graduate Institute of Education in the university as the research area, and selected the master students studying in the Graduate Institute of Education in the university as the research subjects. This study selected the qualitative research as the method to research, and taked document analysis and semi-structured interviews as the method to collect data. Based on the data analysis, the five conclusions are summarized as follows: 1.The master students' motivations behind studying in the graduate school and the expectations of studying in the graduate school are mainly utilitarian considerations, followed by considerations of academic research. 2.The main difficulties of the master students learning in the graduate schools are understanding English materials, the topics of the theses abandoned due to the emphasis-research of the department or the affection of the epidemic, and the unclear instructions the supervisors give the master students in the theses. 3.The strategies of drifting are often used to cope with schoolwork, the strategies of flexibility are often used to write the theses. As for the strategies of compliance are the most commonly strategies used by the master students in the process of learning. 4.The main social contexts affecting the master students' learning are the social expectations of respecting teachers and the teaching methods of the graduate school teachers. 5.The master students' theses are often affected by the system of the university. As for the skills and knowledge the master students learned during the university period, the master students' teaching experience at school, and the courses designed by the teachers of the graduate school often affect the master students' schoolwork of writing.

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