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研究生:黃瑋苓
研究生(外文):Huang Wei-Ling
論文名稱:高中職學習障礙學生生涯決策之研究
論文名稱(外文):The Career Decision-Making of Senior and Vocational High School Students with Learning Disabilities.
指導教授:葉靖雲葉靖雲引用關係
指導教授(外文):Yeh Ching-yun
學位類別:博士
校院名稱:國立彰化師範大學
系所名稱:特殊教育學系所
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:2009
畢業學年度:97
語文別:中文
論文頁數:318
中文關鍵詞: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
外文關鍵詞: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.
目 錄

第一章 緒論 1
第一節 問題背景與研究動機 1
第二節 研究目的與問題 7
第三節 名詞釋義 10

第二章 文獻探討 16
第一節 高中生生涯發展 16
第二節 生涯決策及相關研究 27
第三節 生涯決策自我效能及相關研究 41
第四節 生涯成熟及相關研究 51
第五節 生涯決策自我效能、生涯成熟與生涯決定狀態之關係 65
第六節 學習障礙學生之生涯決策困境 69

第三章 研究方法 83
第一節 研究設計 83
第二節 研究對象 87
第三節 研究工具 96
第四節 研究步驟 110
第五節 資料處理與分析 113

第四章 結果與討論 117
第一節 高中職三年級普通學生和學習障礙學生的生涯決策表現況 117
第二節 不同背景變項、個人因素、環境因素的高中職三年級學習
障礙學生之生涯決策歷程的差異分析 123
第三節 背景變項、個人因素和環境因素與高中職三年級學習障
學生之生涯決策自我效能、生涯成熟與生涯定向之關係 173
第四節 高中職三年級學習障礙學生生涯決策自我效能、生涯成熟
與生涯定向之結構方程模式分析 189
第五節 影響高中職三年級學習障礙學生生涯決策之個人因素、
學校因素與家庭因素的現況 209

第五章 結論與建議 253
第一節 結論 253
第二節 研究限制 260
第三節 建議 261

參考書目 272
一、中文部分 272
二、英文部分 282

附錄 302
附錄一 訪問調查的時間與方式 302
附錄二 生涯決策自我效能量表授權 303
附錄三 生涯決策自我效能量表修訂之題目 304
附錄四 高中職學生生涯決策問卷(預試題本) 305
附錄五 高中職學習障礙學生生涯決策與影響因素訪談大綱 311
附錄六 高中職學生生涯決策問卷(正式題本) 314


附表目次

表2-6-1 學習障礙學生生涯決策相關研究 79
表3-2-1 預試研究樣本人數分配表 88
表3-2-2 正式研究樣本人數分配表 89
表3-2-3 學習障礙學生背景變項統計表 92
表3-2-4 訪問調查樣本人數表 94
表3-2-5 受訪學生的基本資料表 95
表3-3-1 問卷審查之專家學者名單 98
表3-3-2 生涯決策自我效能預試量表之因素分析結果 101
表3-3-3 生涯成熟問卷因素分析、信度考驗結果摘要表 102
表3-3-4 生涯成熟各分量之相關 103
表3-3-5 生涯決策影響因素及生涯定向問卷因素分析、信度考驗結果
摘要表 106
表3-3-6 職業等級與教育程度之劃分表 108
表3-3-7 社經地位指數表 108
表4-1-1 高中職三年級普通學生生涯決策表現現況分析摘要表 118
表4-1-2 高中職三年級學習障礙學生生涯決策表現現況分析摘要表 119
表4-1-3 高中職三年級普通學生和學習障礙學生在生涯決策各量表之
平均數差異比較 121
表4-2-1 不同性別在生涯決策自我效能量表的多變量變異數摘要表 124
表4-2-2 不同鑑定時間在生涯決策自我效能量表的多變量變異數摘要表 124
表4-2-3 不同接受特教服務時間在生涯決策自我效能量表的多變量變異
數摘要表 125
表4-2-4 家庭社經地位在生涯決策自我效能量表的多變量變異數摘要表 126
表4-2-5 工作經驗在生涯決策自我效能量表的多變量變異數摘要表 126
表4-2-6 不同工作經驗在生涯決策自我效能總量表得分之差異比較表 126
表4-2-7 性別在生涯成熟量表的多變量變異數摘要表 128
表4-2-8 不同鑑定時間在生涯成熟量表的多變量變異數摘要表 128
表4-2-9 不同接受特教服務時間在生涯成熟量表的多變量變異數摘要表 129
表4-2-10 家庭社經地位在生涯成熟量表的多變量變異數摘要表 129
表4-2-11 工作經驗在生涯成熟量表的多變量變異數摘要表 130
表4-2-12 不同工作經驗在生涯成熟總量表得分之差異比較表 130
表4-2-13 性別在生涯定向量表得分的多變量變異數摘要表 130
表4-2-14 不同鑑定時間在生涯定向量表得分的多變量變異數摘要表 131
表4-2-15 不同接受特教服務時間在生涯定向量表的多變量變異數摘要表 131
表4-2-16 家庭社經地位在生涯定向量表的多變量變異數摘要表 132
表4-2-17 家庭社經地位在生涯定向總量表得分之差異比較表 132
表4-2-18 工作經驗在生涯定向量表的多變量變異數摘要表 133
表4-2-19 自知程度在生涯決策自我效能量表的多變量變異數摘要表 135
表4-2-20 自知程度在生涯決策自我效能總量表得分之差異比較表 135
表4-2-21 學習經驗在生涯決策自我效能量表的多變量變異數摘要表 136
表4-2-22 學習經驗在生涯決策自我效能總量表得分之差異比較表 136
表4-2-23 自知程度在生涯成熟量表的多變量變異數摘要表 138
表4-2-24 自知程度在生涯成熟總量表得分之差異比較表 138
表4-2-25 學習經驗在生涯成熟量表的多變量變異數摘要表 139
表4-2-26 學習經驗在生涯成熟總量表得分之差異比較表 139
表4-2-27 自知程度在生涯定向量表的多變量變異數摘要表 141
表4-2-28 自知程度在生涯定向總量表得分之差異比較表 141
表4-2-29 學習經驗在生涯定向量表的多變量變異數摘要表 142
表4-2-30 學習經驗在生涯定向總量表得分之差異比較表 142
表4-2-31 家庭因素在生涯決策自我效能量表的多變量變異數摘要表 145
表4-2-32 家庭因素在生涯決策自我效能總量表得分之差異比較表 145
表4-2-33 轉銜服務在生涯決策自我效能量表的多變量變異數摘要表 146
表4-2-34 轉銜服務在生涯決策自我效能總量表得分之差異比較表 146
表4-2-35 可取得性在生涯決策自我效能量表的多變量變異數摘要表 147
表4-2-36 可取得性在生涯決策自我效能總量表得分之差異比較表 147
表4-2-37 重要他人影響在生涯決策自我效能量表的多變量變異數摘要表 148
表4-2-38 重要他人影響在生涯決策自我效能總量表得分之差異比較表 149
表4-2-39 生涯決策機會在生涯決策自我效能量表的多變量變異數摘要表 150
表4-2-40 生涯決策機會在生涯決策自我效能總量表得分之差異比較表 150
表4-2-41 家庭因素在生涯成熟量表的差異檢定 153
表4-2-42 家庭因素在生涯成熟總量表得分之差異比較表 153
表4-2-43 轉銜服務在生涯成熟量表的差異檢定 153
表4-2-44 轉銜服務在生涯成熟總量表得分之差異比較表 154
表4-2-45 可取得性在生涯成熟量表的差異檢定 155
表4-2-46 可取得性在生涯成熟總量表得分之差異比較表 155
表4-2-47 重要他人影響在生涯成熟量表的差異檢定 156
表4-2-48 重要他人影響在生涯成熟總量表得分之差異比較表 156
表4-2-49 生涯決策機會在生涯成熟量表的差異檢定 157
表4-2-50 生涯決策機會在生涯成熟總量表得分之差異比較表 157
表4-2-51 家庭因素在生涯定向量表的差異檢定 158
表4-2-52 家庭因素在生涯定向量表得分之差異比較表 159
表4-2-53 轉銜服務在生涯定向量表的差異檢定 160
表4-2-54 轉銜服務在生涯定向量表得分之差異比較表 160
表4-2-55 可取得性在生涯定向量表的差異檢定 161
表4-2-56 可取得性在生涯定向量表得分之差異比較表 161
表4-2-57 重要他人影響在生涯定向量表的差異檢定 161
表4-2-58 重要他人影響在生涯定向量表得分之差異比較表 161
表4-2-59 生涯決策機會在生涯定向量表的差異檢定 163
表4-2-60 生涯決策機會在生涯定向量表得分之差異比較表 163
表4-3-1 生涯決策自我效能、生涯成熟與生涯定向的相關 173
表4-3-2 生涯決策自我效能各層面與生涯定向的相關 174
表4-3-3 生涯成熟各層面與生涯定向的相關 174
表4-3-4 背景變項預測生涯決策自我效能之逐步多元迴歸分析摘要表 176
表4-3-5 背景變項預測生涯成熟之逐步多元迴歸分析摘要表 177
表4-3-6 背景變項預測生涯定向之逐步多元迴歸分析摘要表 177
表4-3-7 個人因素預測生涯決策自我效能之逐步多元迴歸分析摘要表 178
表4-3-8 個人因素預測生涯成熟之逐步多元迴歸分析摘要表 179
表4-3-9 個人因素預測生涯定向之逐步多元迴歸分析摘要表 180
表4-3-10 環境因素預測生涯決策自我效能之逐步多元迴歸分析摘要表 181
表4-3-11 環境因素預測生涯成熟之逐步多元迴歸分析摘要表 182
表4-3-12 環境因素預測生涯定向之逐步多元迴歸分析摘要表 183
表4-3-13 生涯決策自我效能和生涯成熟預測生涯定向之逐步多元迴歸分析
摘要表 184
表4-4-1 高中職三年級學習障礙學生生涯決策假設模式之潛在變項的平均
數、標準差、態勢與峰度 190
表4-4-2 本研究假設模式之潛在變項對觀察變項的參數估計 191
表4-4-3 本研究假設模式之潛在變項與潛在變項間的參數估計 191
表4-4-4 本研究假設模式之觀察變項的測量誤差 192
表4-4-5 本研究假設模式之整體模式適配度評鑑指標摘要表 193
表4-4-6 本研究假設模式和修正模式之整體模式適配度評鑑指標對照表 197
表4-4-7 本研究最終模式之潛在變項對觀察變項的參數估計 198
表4-4-8 本研究最終模式之潛在變項與潛在變項間的參數估計 199
表4-4-9 本研究最終模式之觀察變項的測量誤差 199
表4-4-10 本研究最終模式之內在結構適配度摘要表 203
表4-4-11 影響高中職三年級學習障礙學生生涯決策模式各因素之效果分析 205

附圖目次
圖2-1-1 Gelat決策輔導模式 30
圖2-4-1 Crites青少年生涯成熟模式 55
圖3-1-1 研究架構圖 84
圖3-1-2 高中職三年級學習障礙學生生涯決策模式之假設模式徑路圖 86
圖3-4-1 研究流程圖 112
圖4-4-1 「高中職三年級學習障礙學生生涯決策模式」假設模式標準化
參數估計 195
圖4-4-2 「高中職三年級學習障礙學生生涯決策最終模式」假設模式標
準化參數估計 202
圖4-4-3 「高中職三年級學習障礙學生生涯決策模式」之標準化參數估
估計模式 202
圖4-5-1 受訪學生在生涯決策表現的側面圖 210
參考文獻
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