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題名:以社會認知生涯理論建構升讀高職學生生涯選擇模式之研究
作者:吳承典
作者(外文):WU,CHEN-DEN
校院名稱:國立雲林科技大學
系所名稱:技術及職業教育研究所
指導教授:劉威德
學位類別:博士
出版日期:2022
主題關鍵詞:社會認知生涯理論生涯自我效能社會支持結果預期生涯目標決定Social cognitive career theoryCareer self-efficacySocial supportOutcomes expectationsCareer goals choice
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本研究旨在以社會認知生涯理論為基礎,探討影響升讀高職學生的生涯選擇模式,使用後中資料庫107學年度釋出之高一(專一)網路問卷調查資料進行分析,研究結果發現:(一)男性就讀高職學生佔多數,又以餐旅群(佔16.2%)人數最多,曾參加技藝學程者僅佔21.7%,對於所就讀群科全無探索經驗者則是達38.2%。因為對群科學習內容很感興趣而選讀技職的達69.1%。(二)國中時期選修過技藝學程和群科探索經驗的受試者,在自我效能、興趣構面有較高得分;具有群科探索經驗者,在生涯目標決定也更加明確。(三)建構模型經適配度考驗結果配適程度良好,且具有良好之內在品質。(四)修正之升讀高職學生生涯選擇模型,各變項間之標準化迴歸權重估計值:學習經驗對自我效能(.323)、社會支持對自我效能(.320)、自我效能對結果預期(.375)、自我效能對興趣(.265)、結果預期對興趣(.417)、興趣對目標決定(.676)。此外,針對研究結果,提出建議包括:國中階段應提供充足的職業探索與技藝教育學習機會、後中資料庫問卷追踪之題項在職涯選擇上增列題組、學校教育方面要更加落實生涯輔導等。
Based on the social cognitive career theory, this research aims to explore the career choice model that affects the students who entering vocational high schools. The results showed that: (1) The majority of students were male, and the largest number of students were in the food and travel group (16.2%). Only 21.7% had participated in technical courses, and 38.2% had no experience in exploring the group subjects they were studying. 69.1% of them are interested in the learning content of group subjects. (2) Students who have studied skills and experience in group exploration have higher scores in the dimensions of self-efficacy and interest; in fact, those who have experience in group exploration have a clearer career goal decision. (3) The model fits well and has good internal quality. (4) Estimated values of standardized regression weights among the variables of the career choice model for students entering vocational high schools: learning experience to self-efficacy (.323), social support to self-efficacy (.320), self-efficacy to outcome expectations (.375), self-efficacy to interest (.265), outcome expectations to interest (.417), and interest to career goal determination (.676). In addition, in response to the research results, some suggestions are put forward, including: providing sufficient opportunities for career exploration and technical education at the middle school stage, adding question groups to career selection in the questionnaire items tracked by the TUSED, and implementing more career guidance in school education.
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