臺灣博碩士論文加值系統

近年來對大專院校畢業學生的就業率在政府各項政策積極推動下逐年攀升，然社會新鮮人面臨職業環境所經驗到的初職妥協(高成低就、學用落差)對於其內在損傷顯示，此初職妥協不僅包涵學職轉換與能耐發展，應涉及了社會─心理議題。
對於提升社會新鮮人在學期間學習成效能有助於其在職業表現的部分，政府多採以學校能培養個體學習成效之角度看待，然這屬於一種前因的視角，也可說是一種管理型的模式，有助於政府當局去評鑑學校的良窳。但以人力資源管理角度出發時，不能忽略個體內在的真實想法，故本研究以框限妥協觀為思考基點，同時考量學職轉換歷程之兩端，以初職妥協為主軸，期望探討出個體應對初職妥協有初步認知進入職場，能有助於提升個體職涯滿意度。
因而，本研究欲驗證三個主要目的：
1.驗證社會新鮮人初入職場時所經驗之初職妥協心理損傷(高成低就、學用落差)，並檢驗此初職妥協與學職轉換狀態的影響。
2.驗證社會新鮮人在學期間學習成效與學職轉換狀態的影響。
3.驗證社會新鮮人經驗之初職妥協心理損傷在學習成效與學職轉換狀態的中介效果。
如前所述，政府多採管理的角度以學習資源的挹注，藉以提升學生能耐進而改善當前的失業率難題，然，本研究則關注個體實際經歷轉銜的中介模式，以補政府以前因視角之不足，故以大專院校畢業一到三年具有工作經驗的社會新鮮人為研究樣本，共計回收225筆有效樣本進行資料統計分析。
研究結果顯示兩類初職妥協特別會因為缺乏複雜問題解決技能而顯得顯著，或許可推測社會新鮮人在職業環境所經驗到的內在傷害，實際上並非是個體能耐不足所致，而是現今職業環境充斥了各種不確定性的複雜元素，導致個體對整體職涯的負向情感。故而回歸學生在能耐養成的學涯階段，應建構一個類職場環境讓個體學習，或許近年各大專校院推動的總整課程是一可行方案。另關注到缺乏社會性技能會使學用落差認知增強，再次臆測經驗學用落差的知覺，或許並非在專業面上的能耐落差，而是缺乏良好的社會性人際溝通，在現今社群軟體發達的年代，學子的人際互動模式亦不同以往，亦是吾人應當關切的面向。

In recent years, the graduates’ employment rate in the universities and colleges has been increasing year by year due to the positive promotion of various governmental policies. However, in face of career environment, social fresh people have experienced the compromise (over education, skill deficit) and its internal damage shows that this compromise not only contains learning-career transformation and capability development but also involves social – psychological issue.
In the part where the social fresh people’s better learning outcomes in school can help to improve their job performance, government treats it from the perspective that school can develop individual’s learning outcomes, but it belongs to antecedent perspective and it can also be said to be a kind of management model, which is helpful for governmental agencies to assess the school. However, when it is based on human resource management, individual’s internal real ideas cannot be ignored. Thus, with the compromise as the main line, this research took circumscription-compromise as the thinking base and meanwhile considered both sides of learning-career transformation process, so as to discuss that individuals’ career satisfaction can be improved when they have the preliminary cognition for compromise to enter the workplace.
Thus, this research aims to verify 3 main purposes:
1. To verify social fresh people’s psychological damage (over education, skill deficit) of compromise at the initial period of entering workplace and inspect the effect of this compromise and overall learning-career transformation status.
2. To inspect the effect of social fresh people’s learning outcomes at school and learning-career transformation status.
3. To inspect the mediating effect of social fresh people’s psychological damage of compromise and learning-career transformation status.
As previously mentioned, government mainly balances the learning resources from the perspective of management, so as to improve students’ capability to further lower unemployment rate. However, this research emphasized intermediary model of individual actual experience transition to make up for the deficiency of antecedent perspective. Therefore, social fresh people having graduated from colleges and universities for 1 to 3 years and having the work experience were taken as the research samples and totally 225 valid samples were retrieved to conduct data statistics and analysis.
The research results show that two kinds of compromise become significant due to lack of complex problem solving skills. It may be speculated that social fresh people suffer from internal damages in the career environment because various uncertain complex elements are filled in the current career environment instead of being caused by insufficient individual capability, resulting in individuals’ negative emotion to overall career. Therefore, a career-related environment should be constructed during school life where students’ capability is developed for individuals’ learning. Perhaps the capstone course promoted by various colleges and universities in recent years is a feasible program. In addition, the lack of social skills will lead to the cognitive enhancement in skill deficit and the repeated conjecture of perception of skill deficit may not be caused by capability deficit in professional dimension but the lack of good social interpersonal communication. Nowadays, the social software is well-developed and students’ interpersonal interaction model is also different, which is the dimension people should pay attention to.

目 錄
頁次
第 壹 章 緒論 1
第 一 節 研究背景與動機 1
第 二 節 研究目的 3
第 三 節 研究流程 4
第 四 節 章節結構 5


第 貳 章 文獻探討 6
第 一 節 學習成效 6
第 二 節 初職妥協 10
第 三 節 學職轉換狀態─職涯滿意 14

第 參 章 研究方法 16
第 一 節 研究架構 16
第 二 節 研究假設 18
第 三 節 研究變項與工具 22
第 四 節 研究樣本與資料蒐集方法 26
第 五 節 資料分析方法 27

第 肆 章 研究結果與分析 29
第 一 節 樣本與基本資料分析 29
第 二 節 信度分析 31
第 三 節 相關分析 32
第 四 節 學習成效對初職妥協之主效果檢驗 34
第 五 節 初職妥協之中介效果檢驗 36
第 六 節 小結 43

第 伍 章 討論與建議 44
第 一 節 研究結論 44
第 二 節 理論意涵 46
第 三 節 研究建議 47
第 四 節 後續研究發展與研究限制 49


參考文獻 51
附錄 研究問卷 57

表　目 錄
頁次
表 3-1-1 問卷編制表 25
表 4-1-1 問卷發放及回收統計表 29
表 4-1-2 問卷基本資料分析表 30
表 4-2-1 信度分析表 31
表 4-3-1 相關分析摘要表 33
表 4-4-1 學習成效對職涯滿意之直接多元迴歸摘要表 35
表 4-5-1 學習成效對高成低就之多元迴歸摘要表 37
表 4-5-2 學習成效對學用落差之多元迴歸摘要表 38
表 4-5-3 學習成效、高成低就、職涯滿意之直接及中介多元迴
歸摘要表 41
表 4-5-4 學習成效、學用落差、職涯滿意之直接及中介多元迴
歸摘要表 42
表 5-1-1 研究假設檢討表 44


圖　目 錄
頁次
圖 1-3-1 研究流程圖 4
圖 3-1-1 研究架構圖 17

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