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題名:高中職學習障礙學生生涯決策之研究
作者:黃瑋苓
作者(外文):Huang Wei-Ling
校院名稱:國立彰化師範大學
系所名稱:特殊教育學系所
指導教授:葉靖雲
學位類別:博士
出版日期:2009
主題關鍵詞:高中職學習障礙學生生涯決策模式生涯決策自我效能生涯成熟生涯定向senior and vocational high school students with learning disabilitiescareer decision-making modlecareer decision making self-efficacycareer maturitycareer decision status
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摘 要
本研究旨在瞭解高中職學習障礙學生的生涯決策歷程,建構生涯決策歷程模式。以高中職學習障礙學生300位和普通學生300位為對象進行研究,利用自編的生涯決策問卷為研究工具,探討生涯發展現況及其影響因素,並進一步了解高、低生涯定向學習障礙學生在生涯決策歷程相關因素之差異情形。運用分析資料的統計方法有t考驗、單因子變異數分析、多變量變異數分析、皮爾遜積差相關分析、多元逐步迴歸分析和結構方程模式,獲得如下研究結果:
一、高中職學習障礙學生在生涯決策自我效能、生涯成熟和生涯定向的表現約居於中等程度,與普通學生的表現有明顯的差異。
二、高中職學習障礙學生在生涯決策自我效能方面,不同性別、鑑定時間、接受特教服務與家庭社經地位均無顯著差異,而不同工作經驗、自知程度、學習經驗、家庭因素、轉銜服務、可取得性、重要他人影響與生涯決策機會有顯著差異。
三、高中職學習障礙學生在生涯成熟方面,不同性別、鑑定時間、接受特教服務、家庭社經地位與工作經驗均無顯著差異,而不同自知程度、學習經驗、家庭因素、轉銜服務、可取得性、重要他人影響與生涯決策機會有顯著差異。
四、高中職學習障礙學生在生涯定向方面,不同性別、鑑定時間、接受特教服務與工作經驗均無顯著差異,而不同家庭社經地位、自知程度、學習經驗、家庭因素、轉銜服務、可取得性、重要他人影響與生涯決策機會有顯著差異。
五、生涯決策自我效能、生涯成熟與生涯定向均有顯著相關。
六、背景變項中接受特教服務對生涯決策自我效能、生涯成熟和生涯定向有顯著預測力;個人因素中自知程度和學習經驗對生涯決策自我效能、生涯成熟和生涯定向有顯著預測力;環境因素中家庭因素、轉銜服務與生涯決策機會對生涯決策自我效能、生涯成熟和生涯定向有顯著預測力。而生涯決策自我效能和生涯成熟對生涯定向也有顯著預測力。
七、以基本適配評鑑、整體模式適配度、及內在結構適配度等三項評鑑標準檢驗「高中職學習障礙學生的生涯決策模式」,其適配性大致尚佳。
八、由訪談分析中發現,高低生涯定向組之高中職學習障礙學生在個人自知程度和家庭支持方面有很大的差異,但學校方面所提供的支持大致相同。
本研究最後並針對研究結果,提出對學習障礙學生生涯決策歷程教育與輔導,及進一步研究之建議。
ABSTRACT
The purposes of the study were to explore the career decision-making process and develop structure model for senior and vocational high school students with learning disabilities. Questionnaire investigation was used in the study which recruited 300 students with learning disabilities and 300 normal students in senior and vocational high schools. The study further explored if there was any difference between the good and poor career decision status students in the factors influencing students’ career decision making. The data of questionnaire survey were analyzed by t-test, one-way ANOVA, MANOVA, Pearson product-moment correlation analysis, stepwise regression and structural equation model. The results of the study were described as the followings:
1. Degrees of career decision making self-efficacy, career maturity and career decision status of senior and vocational high school students with learning disabilities were all in medium levels. There were significant differences between the students with and without learning disabilities in the career development.
2. There were no significant differences in terms of sex, time of learning disability identification, special education services, family social economic status in career decision making self-efficacy of senior and vocational high school students with learning disabilities. Significant differences were found in work experience, self-understanding, learning experience, family factors, transition services, the levels of availability, significant others, self-determination opportunities in the same area.
3. There were no significant differences in terms of sex, time of learning disability identification, special education services, family social economic status, work experience in career maturity of senior and vocational high school students with learning disabilities. Significant differences were found in self-understanding, learning experience, family factors, transition services, the levels of availability, significant others, self-determination opportunities in the same area.
4. There were no significant differences in terms of sex, time of learning disability identification, special education services, and work experience in career decision status of senior and vocational high school students with learning disabilities. Significant differences were found in family social economic status, self-understanding, learning experience, family factors, transition services, the levels of availability, significant others, self-determination opportunities in the same area.
5. The career decision making self-efficacy and career maturity had been significantly correlated with career decision status.
6. Among background variables, special education services predicted career decision making self-efficacy, career maturity and career decision status. Among individual factors, self-understanding and learning experience predicted career decision making self-efficacy, career maturity and career decision status. And, among environmental factors, family factors, transition services, and self-determination opportunities predicted career decision making self-efficacy, career maturity and career decision status.
7. The structure model of decision-making for senior and vocational high school students with learning disabilities can be pronounced idealistic.
8. Data from interviews of the students with learning disabilities and related others revealed that good career decision status students were better on self-understanding and family support than poor students, but school support services were the same.
Recommendations for counseling and guidance of the learning disabilities students, and further research were based on the above findings.
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二、英文部分
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