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題名:大學生生涯權能感量表編製及諮商歷程權能感改變之研究
作者:廖本富
作者(外文):Pen-Fu Liao
校院名稱:高雄師範大學
系所名稱:輔導與諮商研究所
指導教授:吳裕益
學位類別:博士
出版日期:2010
主題關鍵詞:大學生身心障礙大學生生涯權能感生涯定向生涯成熟生涯阻隔生涯諮商諮商歷程重要事件the undergraduatethe handicapped undergraduatecareer empowermentcareer orientationcareer maturitycareer decisioncareer counselingcounseling processsignificant events
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本研究目的在於編製大學生生涯權能感量表,提供諮商輔導人員或教育工作者客觀有效之工具,以進行早期評估診斷,俾擬定適切的生涯輔導策略或服務模式。本研究樣本分為六部分:(1)題目發展包含焦點團體訪談樣本三組共32人,以及開放式問卷樣本96人;(2)項目分析包含第一次預試樣本372人,第二次預試樣本1296人;(3)信度考驗與建構效度,重測樣本295人以及常模樣本2834人;(4)區別效度,有一般大學生697人,身心障礙大學生118人;(5)徑路分析697人;(6)諮商歷程研究有3位女大學生。研究工具有自編「焦點團體訪談大綱」、「生涯權能感開放式問卷」、「生涯權能感量表」、「生涯定向量表」、「生涯成熟量表」與「生涯發展阻隔因素量表」。本研究資料以SPSS,AMOS與PARSCALE等統計軟體,分別進行項目分析、積差相關分析、主成分分析、單因子多變項變異數分析、單因子變異數分析、區別分析、結構方程模式之驗證性因素分析,徑路分析,IRT分析。 本研究結果如下:
(一)大學生生涯權能感量表共計96題,包括主導自決權力感、自主自治權力感、目標設定與規劃行動、參與社區與機構、挫折復原與灌注希望、覺察環境與實踐生涯、行動因應以提升專技、積極控制與掌握優勢、尋求生涯資源、人際激勵與自我效能、渴望願景與意義價值等11個分量表。
(二)量表信度考驗:各分量表之Cronbach α值介於.748~.942之間,而總量表α值為.984,具有不錯內部一致性。其次,分量表在間隔三週重測信度介於.673~.835,顯示本量表在時間的穩定性佳。
(三)量表效度考驗:本量表以SEM來考驗因素結構,結果支持生涯權能感具有單一因素結構,多群組分析在性別與年級族群上均結構一致,顯示該因素結構適合不同性別與年級族群。在區別效度上,本量表能有效區分一般大學生與身心障礙大學生,整體命中率有59.5%,也能有效區分生涯定向高中低三組大學生,整體命中率有58.1%,顯示具不錯的區別效度。
(四)不同群體差異考驗:本研究發現不同性別大學生,在總量表與其中8個分量表得分上,男大學生顯著高於女大學生,不同年級大學生總量表與其中10個分量表得分上,四年級大學生顯著高於三、二與一年級大學生,顯示本量表能有效區別不同性別、不同年級大學生的差異。
(五)量表常模建立:依據上述性別與年級之差異結果,分別建立全國性男女生與年級之總量表與分量表常模。
(六)徑路分析:生涯權能感、生涯阻礙、生涯成熟與生涯定向的相關性,與影響徑路均符合理論假設,在所有徑路上,以生涯權能感經生涯阻隔再對生涯定向的間接效果值.36為最大,生涯權能感對生涯定向的總效果值則是.5652,顯示影響顯著。
(七)諮商歷程研究:A與B當事人在生涯諮商後生涯權能感11個分量表後測分數較前測分數均有「改變可靠性指數」達.05水準的顯著改變 ,當事人C則只有在5個分量表上有顯著改變。在當事人自評生涯困擾上,三位當事人均有下降30到45分不等。在重要事件方面,當事人A認定的重要事件有16個,當事人B有16個,當事人C有14個,共有46個,可歸為十類,包括:未被處理的自我、同時性現象、表達存在或行為的新方式、表達對治療外生活情境的強烈情感、重要訊息的出現、描述和探索個人情感、開放個人資料、諮商需求與目標的確立、獲得頓悟和了解、獲得諮商師所提供的明確訊息等。在重要事件對生涯權能感之衝擊的訪談文句歸類方面,當事人A有188個訪談文句,文句歸類在生涯權能感11個分量表之範疇,分類上前三多的分量表分別為:「積極控制與掌握優勢」、「人際激勵與自我效能」與「自主自治權力感」。當事人B有102個訪談文句,歸類上出現在前三多的分量表之範疇,分別為:「主導自決權力感」、「積極控制與掌握優勢」與「渴望願景與價值意義」。當事人C則有55個訪談文句,歸類上出現在前三個分量表之範疇分別為:「主導自決權力感」、「人際激勵與自我效能」與「渴望願景與價值意義」,當事人訪談文句之歸類比例,與當事人諮商議題有密切的相應,例如當事人B與C的生涯議題均與父親期望有強烈關係,且數次諮商均談及,故在對生涯權能感之衝擊的訪談文句,就多歸類在相應的分量表之範疇「主導自決權力感」中。以三位當事人重要事件分類資料進行卡方考驗,發現重要事件的重要性評分等級與對生涯權能感的衝擊程度有顯著相關,即當次諮商重要性評分等級越高,對生涯權能感的衝擊程度也越高,經六次諮商後,最後帶出越明顯的整體改變結果,其中以當事人A的諮商歷程與諮商結果最為明顯。
最後研究者根據上述研究結果,對本量表之應用及未來研究提出具體建議,以供諮商輔導人員參考。
The purpose of this study is to construct Career Empowerment Scale (CES) for
undergraduates and to establish its norm. The participants of this study are
undergraduates, two tryout sample (n=372,1296), a norm sample (n=2834), a disable
sample (n=118), a discriminant sample (n=697), a counseling sample (n=3). The data
collected are analyzed through item analysis, MANOVA, confirmatory factor analysis,
discriminant analysis, SEM, and pathway analysis.
The results are as follows:
1. The final version of the CES consists of 96 items, divided into 11 subscales using
the Likert five-point Scale.
2. The reliability studies of the 11 subscales of CES have yielded Cronbach’ α
coefficients ranging from .748 to .942. The test-retest reliability coefficients over a
3-week period are ranging from .673 to .814, indicating substantial stability.
3. The content validity, construct validity and discriminant validity have been found to
be satisfactory.
4. The MANOVA shows the scores of male undergraduates are significantly higher
than female undergraduates on CES and 8 subscales. the scores of seniors are
significantly higher than freshmen, sophomores and juniors on CES and 10
subscales.
5. The norms of CES have percentile rank and T-score norms, whose criterion can
product the meaning application.
6. The pathway analysis shows that the career empowerment has significant effort on
the career decision.
7. From qualitative and quantitative data, 3 female undergraduates have significant
changes of career empowerment on reliable change index after career counseling. All
clients identify 10 significant events, which are unfinished self, synchronicity,
expression of new ways of being or behaving, expression of strong extra-therapy
feelings, important massages, description and exploration of feeling, disclosuring
personal information, setting up the goal and the need of counseling, expression of
insight and understanding, obtaining clear messages from counselors. χ 2 test
significantly shows that the higher scores of significant events, the more impacts of
career empowerment. The counseling process data and scores of career
empowerment show that client A achieves more progress than client B or C.
Based on the findings, the implication and suggestions are offered for reference
regarding career education, career counseling, and future research.
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