臺灣博碩士論文加值系統

現今全球化時代是一多元、歧異的文化，缺乏穩定單一的偏好與規範（Waters, 2000），當代文化的解構使認同與統整更形艱鉅，因此，尋找認同與探索自我成為全球現代人的重要課題，尤其，對於正處於確立自我認同、個人價值時期的大學生而言（Erikson, 1968）更是關鍵。許多研究顯示現今大學生正搖擺於價值、尋找自我定位的危機狀態。然而，國內研究至今多著力於大學生職涯、家庭、人際等各層面困擾議題進行探討，缺乏針對大學生自我探索核心議題進行全面性的深入探究。因此，本研究企圖以先量後質的混合研究方法，瞭解當代大學生自我探索之現況。研究者發放大學生自我探索量表500份至全台北、中、南、東各大學進行施測。在質性部分，研究者則透過焦點團體訪談、個別訪談蒐集資料，並以紮根理論編碼分析。研究結果發現：
壹、大學生在自我四面向議題之探索現象皆達顯著程度。
貳、不同背景變項的大學生在自我探索上之差異考驗。
一、一二年級之自我探索程度顯著高於三四年級。
二、不同性別大學生的自我探索程度不具顯著差異。
參、大學生的自我探索程度愈高，就愈能夠自我肯定。
大學生自我探索之主題與內涵包含職業生涯、生命意義、內在自我、關係連結。大學生自我探索方式與歷程則以三時期呈現，分別為「甦醒期」、「思索等待期」、「執行探索期」。大學生於「甦醒期」的自我探索包含「覺察自己的有限性」、「列出期待清單」、「想像」等主題；「思索等待期」涵蓋「與不同社會價值對話」、「參照架構」、「自我評估檢視執行成效」以及「自我對話」、「重新詮釋」、「抉擇」之探索方式；「執行探索期」則由「分門別類」、「嘗試具體作為」、「尋求專業協助」構成。「自我探索」已是當代大學生更形重要之需求，因此本主題為當代高等教育及諮商工作皆須關切之重要議題。本主題之探究在國內尚屬起步階段，尚待後續之深入探討及其應用。

In this globalization era, there is no stable and unitary preference and standard due to the mixed cultures with the diversities and conflictions (Water, 2000). Meanwhile, the deconstruction of the contemporary culture makes the identity and integration even more difficult. Therefore, to seek identity and self-exploration has become an important challenge, especially for the college students who are in the period of pursuing the self-identity and self-value (Erikson, 1968). Many researches showed that modern college students encounter with the crises of seeking values and self-orientation. However, most of the studies were focusing on those issues related to career plans, families and social relationship. There’s lack of comprehensive inquiry about college students’ self-exploring. The purpose of this study was to investigate the current situation of the college students’ self-exploration (SE) by means of quantitative and qualitative approaches. The researcher sent out 500 formal measurement questionnaires island-wide to the college students for investigation. As for the qualitative research, the group and individual interviews were applied to gather SE information. The results of the study were:
I. Participants showed significant degree of self-exploration in all four dimisions of exploration.
II. The comparison of different background factors for the college students’ SE:
1. The“age” factor did make significant differences. The freshmen and sophomore group had higher degree of self-exploration than the juniors and senior group.
2. There was no significant difference between female and male college students on self-exploration.
III. The higher SE degree, the more self-affirmation the college students would have.
The theme and content of college students’ SE are including the career plan, the meaning of life, the inner self, and the relationship bonds. The development of college students’ SE were summerized into three stages: the awaking stage, including three concepts: awareness of self-limitation, listing expectation and imagination; the pondering stage (including the dialogues among the different social values, the frame of references, the effects of self-judgment, the self-talk, the redefinition and the alternatives); the implementation stage (including the classification, the specific practice trial and seeking professional assistance).
Self-exploration is a increasing need for college students. Therefore, this is an important challenge to the contempery higher education and counseling services. However, since the research on this topic is still at its preliminary stage, further investigations are required to understand college students’ self-exploration and to result in some meangful applications.

中文摘要..........................................................I
英文摘要........................................................III
目　次............................................................V
表　次..........................................................VII
圖　次...........................................................IX
第一章　緒論.......................................................1
第一節　研究動機...................................................1
第二節　研究目的與名詞釋義..........................................3
第三節　研究限制...................................................5
第二章　文獻探討...................................................7
第一節　大學生之自我認同............................................7
第二節　大學生之自我探索與自我肯定..................................13
第三章　研究方法..................................................27
第一節　混合研究方法論.............................................27
第二節　量化研究設計...............................................31
第三節　質性研究設計...............................................41
第四章　研究分析與結果.............................................57
第一節　量化資料的分析與解釋........................................57
第二節　質性資料的分析與解釋........................................79
第五章　結論與建議...............................................105
第一節　研究結論.................................................105
第二節　研究限制.................................................109
第三節　研究建議.................................................111
參考文獻........................................................113
附錄............................................................121
附錄（一）自我探索量表............................................121
附錄（二）自我肯定量表同意書.......................................131
附錄（三）自我肯定量表............................................133
附錄（四）訪談同意書..............................................135
附錄（五）訪談大綱...............................................137
附錄（六）自我探索量表各面向項目分析結果............................139
附錄（七）主軸編碼歷程............................................143

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