108課綱側重高中生學習歷程之紀錄，此改變使學生憂心自己的學習經驗能帶來什麼助益， 進而影響學生之學習表現。故本研究以聽故事視角出發，觀察高中生在聽取大學前輩故事後，於聽故事知覺（思維學習與故事認同）、內在知覺（優勢自我與克服困難）及三效標（學習成就、學習韌性、典範目標）的貫時變化。同時檢驗在實驗組中受試者的學業成就、學習韌性、典範目標的知覺，是否受到思維學習、故事認同的影響，且經由優勢自我、克服困難效能感的中介效果。樣本為北區三所高中分實驗與對照組進行，採前測、後測、追蹤調查三次測量，共計135位。以重複量數、多元迴歸、拔靴法進行檢驗。結果顯示兩組在思維學習的前後測表現略有差異，但故事認同則無。而優勢自我與克服困難效能感，學業成就、學習韌性、典範目標在跨三時點表現，皆呈現上升趨勢，且兩組具有顯著差異。又實驗組之學習韌性的表現，會受到思維學習經由優勢自我所造成之影響；而學業成就的表現，則受到故事認同經由克服困難效能感與優勢自我造成之影響。根據結果，可在諮商輔導工作，採前輩經驗故事為引導方式之一，協助高中生強化正向知覺，以規劃學習活動，提高學習表現。

According to the new Curriculum Guidelines published in 108, high school students are required to submit their academic portfolios as part of the application package for college entrance, which has increased students' anxiety about preparing academic portfolios and negatively influences their learning performance. This article, inspired by the perspective of Kuder's personal match, used the research approach of story listening and evaluated the learning effects after students listened to seniors sharing their stories in high school. The effects of learning from seniors' thoughts and identifying with seniors, which could impact students' academic achievement, learning resilience, and role modeling, were evaluated by assessing the recognition of self-advantages and self-efficacy based on overcoming obstacles. An experimental longitudinal study was selected as the research design, and a sample of 218 students from three different high schools near Taipei was selected; repeated measures ANOVA and multiple regression were selected to examine the results. Comparing the pre- and post-test scores, the results showed that "there was" a significant difference between the experimental and comparison groups in the variable of learning from seniors' thoughts, but no significant difference in the variable of identifying with seniors.. Meanwhile, there was a significant difference between the two groups in the variables of self-advantages and self-efficacy across the three time intervals; the performance of the experimental group showed an upward trend, while the performance of the comparison group showed a downward trend. In addition, learning resilience at t 3 was influenced by the variable of learning from seniors' thoughts at t 2 through the mediation effects of recognizing self-advantages, and academic achievement at t 3 was affected by learning from seniors' thoughts at t 2 via the mediation effects of self-efficacy from overcoming obstacles at t 2 . Furthermore, role modeling at t 3 can be shaped by identifying seniors at t 2 with the medication effects of self-efficacy from overcoming obstacles at t 2. This shows that we can use the story listening approach to reframe the concept of personal matching, which can facilitate two psychological mechanisms that create two different effects. Similarly, it reveals that the intervention effects of story listening on the variable of learning from seniors' thoughts are more substantial than identifying with seniors as well as enhancing the ability to recognize self-advantages and improving self-efficacy from overcoming obstacles longitudinally. In college counseling, counselors can provide different stories and experiences to help students prepare their academic portfolios with confidence and be successful in college applications.

故事介入；前輩匹配；高中學習歷程；學業成就；聽故事取向

Academic achievement; learning resilience; learning process recorded; personal match; story-listening approach