| Summary: | 碩士 === 國立臺灣師範大學 === 教育心理與輔導學系 === 106 === This study mainly discusses the influence of historical role models(HRM) curriculum on junior high school students’ sense of hope and self-efficacy. The purpose of this study is to design a cognitive and affective HRM curriculum. Through the connection of historical character stories and students’ life experiences, they can reflect on their own academic and career goals, enhance their hope of learning and the future career, and promote self-efficacy. Results of this study will be used to provide suggestions to educational institutions for future curriculum design and guidance.
This study used single factor experimental design with independent samples and adopted cluster sampling to select 59 students. These students were divided into the experimental group (59 students) and control group (58 students). The experimental group received experimental treatment one time a week, a total eight weeks, whereas the control group received the curriculum after the experiment. The “School Hope Scale” and “Adolescent Multi-Domain Self-Efficacy Scale” were administered in this study to collect quantitative data. The outcomes of pretest and posttest were analyzed using ANCOVA. In addition, qualitative data such as “students’ worksheets” and “teacher’s self-examination records” were both used as supplements to understand the effectiveness of experimental instruction.
The major results of this study are shown below :
1. Junior high school students, who received the HRM curriculum improved significantly on their hope in “learning” and “career choices”. No significant improvement in “possibility” .
2. Junior high school students, who received the HRM curriculum improved significantly on academic and career self-efficacy.
3. The worksheets revealed that the experimental group expressed positive attitude towards the HRM curriculum and considered that these series of curriculum are beneficial on their cognition and affection skills.
Lastly, according to the research purpose and the findings, further discussions are made to provide suggestions for future history curriculum planning and research.
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