[ 摘要 ]

本研究旨在探討平時在學校裡可觀察到的「學業表現較好的原住民學生埋首課業、學業表現較差的原住民學生熱衷原住民社團活動」的情形，反映出原住民學生們認同自己原住民族群的程度不同、還是運用了不同維護自我評價的策略。本研究採準實驗設計。讓屏東地區國立高中236名受試學生除了填寫自我評價量表以及族群認同量表之外，還需閱讀一個描述兩位原住民學生在校情形的故事後，再假想自己是受到較多自我評價威脅或較少自我評價威脅的故事主角，以回答相關問題。這些相關問題根據Tesser的「自我評價維護模式」編寫而成，目的在從認知態度、行為意圖方面，測量受試學生在假想角色上對另一位故事主角及對原住民學生社團，感到親近的程度。另外，也分別測量受試學生的情緒反應、對故事中學業表現較差的故事主角表現的歸因、及對一般原住民學生學業表現的歸因。分析結果顯示，受試學生與另一位故事主角親近與否的認知態度與他們假想的角色受到的自我評價威脅有關，因此反映出他們的反應是在維護自我評價，但是行為意圖方面則與族群認同程度有關；受試學生對原住民社團在認知態度及行為意圖上的不同反應，則多數反映出受試學生在族群認同程度上的不同。此外，情緒反應會受到假想的角色所面臨的自我評價威脅程度的影響；在歸因方面，受試學生的反應受到自我評價威脅還是族群認同程度的影響，則因歸因對象是特定的個人還是一般的原住民而有不同。分析結果也顯示，雖然實際學業表現不同的受試學生的自我評價有顯著差異，但是他們的族群認同程度卻沒有顯著的差異。最後，我除了針對受試學生的認知態度及行為意圖反應受試學生在面對個人及原住民團體時的不同反應進行討論之外，也討論以「自我評價維護模式」看待原住民學生行為時的限制。另外，我也對未來研究、教師及表現優異的原住民們提出相關的建議。

[ 英文摘要 ]

This study aimed at exploring the phenomenon of indigenous students with varying degrees of academic performance whose contrastive different cognitions, attitudes, and behaviors at school, can be attributed either to the issue of identity with their own ethnic group, or the strategies that they used to increases or improve self-esteem. A quasi experiment design was used to investigate this issue. Participants were 236 indigenous senior high school students selected from Pingtung area. After filling out self-esteem and ethnic identity scales, participants were asked to read a vignette describing two indigenous students facing different level of self-esteem threat and their participation of an indigenous students club on campus. Participants were then asked to answer questions while picturing themselves as one of the students described in the vignette. The questions were based on Tesser’s self-evaluation maintenance model and were aimed to investigate whether participants were psychologically close to another students described in the vignette and the indigenous club, and to determine whether the psychological closeness resulted from “basking in the reflected glory” or participants’ level of ethnic identity. Analyses revealed that participants’ cognitions and attitudes towards another indigenous students described in the vignette differed as a function of the level of self-esteem threat that the student who they pictured themselves to be. But participants’ cognitions, attitudes, and behavioral intentions towards the indigenous student club were differed as a function of participants’ own level of ethnic identity. Analyses also revealed a significant correlation between participants’ level of self-esteem and level of ethnic identity. However, despite students of different level of academic performance had difference level of self-esteem, their level of ethnic identity did not differ as a function of their academic performance. Discussions of these results not only centered on the inconsistent pattern of the cognitions and attitudes that participants had towards another indigenous peer and towards another indigenous student club, but the limitation of viewing behaviors of indigenous students from Tesser’s model were also included. Suggestions to future research, teachers and indigenes of high achievement were also made.