| 摘要: | 相較於普通高中生，技職體系學生在學業上較為弱勢，其困境不僅來自家庭與社會資源的不足，也與傳統教育體系對其學習需求之特殊性的忽視有關。傳統上，成績不佳常被歸因於動機或努力不足。然而，多元智能理論（Multiple-Intelligence Theory, MI）提供了不同的視角，認為成績不佳可能源於學校評量方式的不適配。過去相關研究多以普通大學體系的學生為對象，受試者往往以語文與數學／邏輯智能為優勢，因此語文與數學／邏輯智能也被認為是學業成就的主要預測指標。然而，對於技職體系學生而言，其智能分布可能不同，語文與數學／邏輯智能未必是其主要優勢智能，也未必是其主要預測指標。除了多元智能理論之外，氣質（temperament）也是影響學業成效的重要因素。氣質特徵對成績弱勢學生之影響，尚缺乏充分探討。多數研究關注智能或學習策略，忽略氣質的調節效應。然而，成績不佳往往與氣質特徵密切相關。基於上述，本研究目的即在探求弱勢學生之多元智能與其氣質對學業表現之預測力。研究樣本取自北部某校幼保系五專生（N = 138），以「多元智能量表丙式」、青少年氣質量表及學生的學業成績進行數據分析。研究結果顯示：本研究幼保系五專生樣本在存在智能與肢體運作智能上表現相對突出，而在數學/邏輯智能與語文智能則顯現出相對弱勢，顯示其在傳統紙筆測驗中處於不利地位之假設成立。然而，數學/邏輯智能卻依然是唯一預測學業成就的多元智能向度，此結果與過往針對學術體系學生的研究趨勢一致。再者，進一步分析發現，當控制數學／邏輯智能之後，「趨避度」、「適應度」、「注意力分散度」與「工作取向」等四項氣質向度對弱勢學生之學業成就具有額外的預測力，顯示氣質特徵在解釋學業表現上的獨特影響力。「趨避度」與「注意力分散度」為負向預測因子，意味著具高度退縮傾向或易分心的學生，在學業表現上傾向較差；而「適應度」與「工作取向」則為正向預測因子，顯示具有良好環境適應力與任務堅持力者更容易獲得高分。此一結果有助於釐清弱勢學生在學習過程中亟需關注之重點，同時亦補足過去文獻多聚焦於智能因素的不足，並為氣質特徵於學業成就中的角色提供進一步討論與實證基礎。
Compared to general high school students, students in the vocational education system tend to be academically disadvantaged. Their challenges stem not only from a lack of family and social resources but also from the traditional education system's neglect of their unique learning needs. Traditionally, poor academic performance has often been attributed to a lack of motivation or effort. However, the Multiple Intelligences (MI) Theory offers a different perspective, suggesting that underachievement may result from a mismatch between students' strengths and the ways schools evaluate learning. Previous studies have primarily focused on students in general academic institutions, who typically exhibit strengths in linguistic and logical/mathematical intelligences—intelligences that are thus regarded as key predictors of academic success. However, students in the vocational system may possess a different distribution of intelligences, with linguistic and logical/mathematical intelligences not necessarily being their primary strengths or most accurate predictors of achievement. In addition to the MI theory, temperament is also an important factor influencing academic performance. Yet, the impact of temperament traits on academically disadvantaged students has not been sufficiently explored. Most existing research focuses on intelligence or learning strategies, often overlooking the moderating effects of temperament. Nevertheless, poor academic performance is often closely related to certain temperament characteristics. Based on this background, the present study aims to investigate the predictive power of multiple intelligences and temperament traits on the academic performance of disadvantaged students. The study sample consisted of 138 five-year junior college students from the Department of Early Childhood Care and Education at a school in northern Taiwan. Data were collected using the Multiple Intelligence Inventory Form C, the Adolescent Temperament Inventory, and the students' academic records. The results revealed that these students showed relatively higher performance in interpersonal and bodily-kinesthetic intelligences, while performing relatively poorly in logical/mathematical and linguistic intelligences. This supports the assumption that such students are at a disadvantage in traditional paper-and-pencil assessments. However, logical/mathematical intelligence still emerged as the sole predictor of academic achievement, aligning with trends found in studies of students from general academic tracks. Further analysis showed that, after controlling for logical/mathematical intelligence, four temperament traits—approach/withdrawal, adaptability, distractibility, and task orientation—provided additional predictive power for academic performance. Specifically, approach/withdrawal and distractibility were negative predictors, indicating that students who are more withdrawn or easily distracted tend to perform worse academically. In contrast, adaptability and task orientation were positive predictors, suggesting that students who adapt well to their environment and exhibit persistence in tasks are more likely to achieve higher academic results. These findings help identify key areas that require attention in the learning processes of disadvantaged students and address the limitations of past research that focused predominantly on intelligence factors. The study also contributes to the empirical understanding of temperament’s unique role in academic achievement. |
