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研究生:蔡美華
研究生(外文):Any Mei-Hwa Tsai
論文名稱:高中資優生之生涯發展準備度及其相關因素之研究
論文名稱(外文):The Senior High Gifted Students'' Readiness of Career Development and Its Related Factors
指導教授:王文科王文科引用關係
指導教授(外文):Wen-Ke Wang
學位類別:博士
校院名稱:國立彰化師範大學
系所名稱:特殊教育研究所
學門:教育學門
學類:特殊教育學類
論文種類:學術論文
論文出版年:2002
畢業學年度:90
語文別:中文
論文頁數:233
中文關鍵詞:高中資優學生生涯發展準備度生涯決定
外文關鍵詞:the senior high gifted studentscareer development readinesscareer decision making
相關次數:
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高中資優生生涯發展準備度及相關因素之研究
摘要
本研究主要在探討高中資優學生生涯發展準備度,採合目標抽樣方法,以高二、高三數理資優班共535位學生為對象進行研究,以自編的生涯發展準備度量表,進行生涯發展準備度之研究。利用自編的生涯決定問卷,探討高中資優學生的生涯決定影響因素,並進一步了解高、低生涯發展準備度學生對生涯決定相關因素之差異情形。
本研究主要的研究結果如下:
一、高中資優生之生涯發展準備度
(一)、生涯發展準備度總量表方面:
1. 整體高中資優學生生涯發展準備度略低。
2. 中部地區學生在生涯發展準備度方面顯著高於北部和南部學生。
(二)、生涯抱負分量表方面:
1.整體資優學生有高度的生涯抱負之特質。
(三)、與工作有關態度分量表方面:
1. 整體高中資優生在與工作相關之態度上顯現較好。
2. 女生以及中區學生在與工作有關之態度上的表現較好。
(四)、與工作有關行為分量表方面:
1. 整體高中資優生在與工作有關之行為表現顯現較佳。
2. 女生以及中區學生在與工作有關行為表現較佳。
(五)、生涯探索分量表方面:
1.雖然中區學生在生涯探索得分略高北區和南區學生,但整體學生,仍呈現極低的生涯探索傾向。
(六)、在生涯資訊分量表方面:
1.雖然中區學生在生涯資訊得分略高北區和南區學生,但整體學生,仍呈現極為嚴重不足現象。
二、生涯決定影響因素方面:
1. 生涯決定的相關因素方面,影響最大的是父母期望或價值觀以及同學,最沒有影響的是學校輔導教師。
2. 非人的因素影響最大的是未來工作環境物理條件的考量,其次是學校課程的安排,影響最小的是在學校所參加的社團以及輔導室所提供的資料。
3. 人的因素影響最大的是父母,其次是同學,影響最小的是學校輔導教師。
4. 與工作有關因素中影響最大的是自己的興趣,其次是工作待遇,影響最小的是接受訓練機會,其次是工作時間的長短。
5. 在所提供的相關服務方面,最多無法取得且未曾使用過的為生涯博覽會、輔導團體或諮商團體。
6. 在面臨生涯決定時,最大考量是自我興趣,其次是父母期望,最不去考慮手足表現和未來婚姻。
三、高、低生涯發展準備度之學生,在生涯決定相關因素方面,所受到影響之情形:
(一)、在非人的因素、人的因素、可取得生涯決定服務及使用情形、面臨的限制因素等,與上述生涯決定影響因素大致相同,至二者不相同處尚有如下幾點:
1. 高分組學生比低分組學生有更多數比率,認為學校教師、父母期望或價值觀,及同學對其生涯決定有極大的影響。
2. 高分組學生有最多數比率,認為父母目前的工作,影響他們的生涯決定,但低分組學生卻有最多數比率,認為父母目前的工作,對他們生涯決定沒有影響。
3. 高、低分組學生在與工作有關的因素上,均以自己的興趣影響生涯決定最大,其次高分組以工作的挑戰性影響生涯決定較大,而低分組學生卻以將來工作待遇影響較大。
本研究根據上述研究結果,分別提出資優學生教育與輔導上的建議,以及進一步研究之建議。
關鍵字:高中資優學生、 生涯發展準備度、生涯決定
The Senior High Gifted Students’ Readiness of Career Development and
Its Related Factors
(Abstract)
Advisor: Wen-Ke Wang, Ph. D.
Student: Any Mei-Hwa Tsai
It was mainly aimed to investigate the senior high gifted students’ readiness of career development with the self-constructed Career Development Readiness Scale , and to examine influential factors on their career decision-making with the self-constructed Career Decision-Making Questionnaire. It further explored if there is any difference in the factors influencing students’ career decision making between the top and low 25% career development readiness students. Five hundred and thirty-five gifted students selected by purposeful sampling were surveyed
The major findings of the research are as follows:
1.The scores of the senior high gifted students is low in general, and those of the students in central Taiwan are higher than those of the northern and southern ones on career development readiness..
2 All gifted students gained the highest scores on the career aspiration sub-scale. Next to it were those on the work-related behavior and attitude sub-scales. Lower than these were those on the career exploration sub-scale. The lowest scores they gained were those on the career information sub-scale
3. The most influential factors on career decision-making are parental expectations or values, and classmates. The least influential factor is school counselors.
4.The most influential factor among non-human factors on career decision-making is the physical factor of work environment in future. The next one is the arrangement of school curriculum. And the least influential are club participation in school and materials supplied by the office of guidance and counseling.
5. The most influential factors among human factors on career decision-making are parents and classmates in the given order. , and the least influential one is school counselor.
6.The most influential factor among work-related factors on career decision-making is self-interest. The next one is pay. The least influential factor is on-job training , and next to it is duration of work.
7.The most unavailable related services in career decision-making and never to make use of them are career fair , guidance or counseling group.
8. When the gifted had to make career decisions , they first consider self interest and their parental expectation. But they don’t consider their siblings’ performance and their own future marriage.
9.In comparison with the influence of the above factors on the total gifted students, the extent to which non-human factors, human factors, services available and their usages influence on the top 25%and lowest 25% gifted students’ career decision making is roughly similar.
10.More top 25% gifted students reported to be influenced by their parental expectation or valueand their own classmates on their career decision making than the lowest 255gifted students. Moreover, more top 255gifted students reported that their career decision making was influenced by their parents’ current jobs, whereas the lowest 25% counterparts didn’t think so..
11.Both groups of the gifted students considered interest as the most influential on work-related decision making. Next to interest , the top 25%gifted students considered challenge of working the second most influential , while the lowest 25% gifted students considered future pay as the second most influential.
The researcher made several recommendations for counseling and
guidance of the gifted students, and further research based on the above
findings.
Key words: the senior high gifted students, career development readiness,
career decision making
目 錄
謝辭
中文摘要………………………………………………………I
英文摘要……………………………………………………..III
目次…………………………………………………………..V
圖目次………………………………………………………..VII
表目次………………………………………………………..VIII
第一章緒論……………………………………………………1
第一節 問題背景與研究動機…………………………….1
第二節 研究的重要性……………………………………..9
第三節 研究目的與待答問題…………………………….12
第四節 名詞定義………………………………………….15
第五節 本研究的限制…………………………………….17
第二章 文獻探討…………………………………………….19
第一節 生涯發展相關理論……………………………….19
第二節 生涯發展準備度之基本向度…………………….29
第三節 生涯決定的策略與步驟………………………….35
第四節 影響生涯決定的相關研究……………………….40
第三章 研究方法…………………………………………….57
第一節 研究架構………………………………………….57
第二節 研究對象………………………………………….59
第三節 研究工具………………………………………….59
第四節 研究步驟………………………………………….75
第五節 資料處理………………………………………….78
第四章 研究結果與討論…………………………………….79
第一節 高中資優學生生涯發展準備度情形之分析…….79
第二節 高中資優學生生涯決定影響因素之分析……….91
第三節 不同生涯發展準備學生之生涯決定影響因素
之差異情形分析………………………………..142
第五章 結論與建議…………………………………………155
第一節 結論………………………………………………155
第二節 建議………………………………………………163
參考書目……………………………………………………..173
附錄
附錄一 高中學生生涯發展準備度量表(初稿)………….184
附錄二 高中學生生涯決定調查問卷(初稿)…………….194
附錄三 高中學生生涯發展準備度量表(修正稿)……….200
附錄四 高中學生生涯決定調查問卷(修正稿)………….206
附錄五 高中學生生涯發展準備度(預試稿一)………….210
附錄六 高中學生生涯決定調查問卷……………………215
附錄七 高中學生涯準備度量表(計畫發表稿)………….219
附錄八 高中學生生涯發展準備度量表(預試稿二)…….224
附錄九 高中學生生涯發展準備度量表…………………229
圖目次
圖2-1學習決定策略………………………………………..35
圖2-2 生涯決定循環……………………………………….37
圖3-1 高中資優學生生涯發展準備度及生涯決定
之研究架構…………………………………………58
表目次
表2-1資優學生相關生涯發展理論的觀點與
對生涯決定之影響………………………………………..28
表2-2 資優學生的特徵………………………………………….34
表3-1 高二、高三數理資優班學生數與百分比……………….59
表3-2 家庭社經地位換算分類表……………………………….60
表3-3 高中學生生涯發展準備度量表初稿題目歸類次數…….64
表3-4 高中學生生涯發展準備度量表第一次預試之
項目分析結果…………………………………………….66
表3-5 高中學生生涯發展準備度量表(預試稿<二>)之
項目分析結果…………………………………………….68
表3-6 生涯發展準備度量表因素分析摘要表………………….70
表3-7 高中學生生涯發展準備度量表之各向度之
內部一致性……………………………………………….72
表3-8 高中學生生涯發展準備度正式量表各題與所屬
分量表之相關…………………………………………….72
表4-1 各校量表與問卷回收統計表…………………………….79
表4-2 整體學生生涯發展準備度得分情形…………………….80
表4-3 整體學生在各分量表上得分情形……………………….82
表4-4 性別在各分量表上得分情形…………………………….84
表4-5 不同地區在各分量表上之得分情形…………………….86
表4-6不同社經地位在各分量表上之得分情形………………..88
表4-7 高中資優生個人變項在生涯發展準備度量表上反應
之差異摘要表…………………………………….….…89
表4-8 整體學生對學校教師等因素影響其生涯決定
程度分析表………………………………………….….93
表4-9 不同性別學生認為教師、輔導教師、父母價值觀或期望、
父母目前工作、同學對其生涯決定影響之情形
和卡方檢定……………………………………………….95
表4-10不同地區學生受教師、輔導教師、父母價值觀或期望、
父母目前工作、同學對其生涯決定影響之情形….……98
表4-11不同社經地位學生認為教師、輔導教師、父母價值觀或期望、父母目前工作、同學對其生涯決定影響之情形….102
表4-12 資優學生個人變項在學校教師、輔導教師、父母價值觀、
父母目前工作、同學等相關因素影響之差異摘要表.…103
表4-13 非人的因素對學生生涯決定之等級平均數及等第……108
表4-14 人的因素對生涯決定影響之等級平均數及等第………113
表4-15 與工作有關因素影響學生生涯決定之等級平均數
及等第……………………………………………………118
表4-16 整體學生可取得和曾使用生涯決定相關服務情形……121
表4-17 不同性別在可取得和曾使用生涯決定相關服務
與否的情形………………………………………………124
表4-18 不同性別學生在可取得和曾使用生涯決定相關資訊
之卡方檢定………………………………………………125
表4-19 不同地區學生在可取得和曾使用生涯決定相關服務
與否之情形……………………………………………..130
表4-20 不同地區學生在可取得及曾使用生涯決定相關資訊
之卡方檢定……………………………………………..131
表4-21不同社經地位學生在可取得和曾使用生涯決定相關
資訊與否之情形………………………………………....135
表4-22不同社經地位學生在可取得和曾使用生涯決定相關
資訊之卡方檢定………………………….………….…..136
表4-23 整體、性別、地區、社經地位對限制生涯決定因素
評定之等級平均數及等第……………………………....140
表4-24 生涯發展準備度高、低分組學生分布情形…………....142
表4-25 高、低分組學生在學校教師、輔導教師、父母期望
或價值、父母目前工作、同學等對生涯決定之影響…145
表4-26 生涯發展準備度高、低分組學生生涯決定受非屬於
人的因素、人的因素、與工作有關因素、受限制情形
等影響之情形……………………………………………147
表4-27 生涯發展準備度高、低分組學生生涯決定服務
      之可取得和使用情形……………………………..……152
表4-28 生涯發展準備度高、低分組學生做生涯決定時
     所受限制之情形……………………………………..…..153
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