第五章 結論、建議與省思
第三節 研究者省思
肆、對留級生的建議
當留級生面對留級逆境時，其危機來自個人、家庭與社區，相當多元。而本 研究結果顯示，留級生若能啟動自我心理防衛機制、更重視學業成績、找到學習 的動力、不轉校或不輟學、理性的思考與決定、主動融入班級、接受家長與教師 的協助，參與感興趣課外活動團體並找到能監督或鼓勵自己的友人，則將更有可 能獲得「健康的心理」，並「展現自我效能」。
第三節 研究者省思
研究者在修習質性方法課程時，深受授課教師之啟發，期待自身能與研究群 體「溫暖的對話」，做嚴謹、有反省力、有熱情與有血有肉之研究。雖然研究者 能力有限，但自認在過程中依照蒐集之文獻證據，確確實實地為許多正在經受留 級逆境之學生發出與主流觀點不一樣的聲音。
謝國雄（2007）指出，研究者是「四位一體」的，技法、基本議題、認識論 與存在論同時存在。在詮釋分析的過程中，研究者並不超然，亦不可能超然，但 研究者需主動覺察自身「如何知道與認識社會生活」、自身的「終極關懷」與「為 何要進行學術研究等」。對研究者而言，這些覺察並不是阻礙，而是一種誠實的
表徵。研究者不可能毫無先見、空空如也的進入研究田野，適時的省思，理應被 視為是對研究闡述與詮釋的負責行為。
此外，研究者認為此研究內容有可能會引起部份獨中教育工作者之不滿。對 此研究者抱持開放的態度，歡迎各家批評指教；惟研究者期許，諸多指教建立於 嚴謹的證據上，以準確地對留級議題及留級生之命運做深切的關懷。
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