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題 名 | 國中特教技藝班學生生涯自我概念相關因素之研究=A Study of Career Self-concept for Junior High School Students with Disabilities in Vocational Education Programs |
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作 者 | 鄭淑芬; 林宏熾; | 書刊名 | 特殊教育學報 |
卷 期 | 13 1999.06[民88.06] |
頁 次 | 頁61-95 |
分類號 | 529.68 |
關鍵詞 | 國中; 特教技藝班學生; 生涯自我概念; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究旨在發展評定國中特教技藝班學生生涯自我概念的測量工具,同時並探討 生涯自我概念的潛在因素之構念,並進而分析國中特教技藝班學生生涯自我概念之相關因素 ,以利未來從事國中特教技藝班學生生涯自我概念的相關研究,俾以增進國中特教技藝班學 生之生涯自我概念與生涯成熟。本研究對象為 192 位居住於臺灣地區,年齡介於 13 至 18 足歲,就讀於國中特教技藝班之學生。研究調查於八十七年三月至四月於全省北、中、南三 個區域、由研究者本人至各校分別實施。所有蒐集資料於調查訪談後隨即進行統計分析工作 。問卷調查所得資料以 Cronbach α信度係數、因素分析、效標關聯效度分析及逐步多元迴 歸分析等統計方法加以分析處理。茲歸納本研究之重要結果如下: 1. 本研究之「生涯自我概念量表」內容具有良好的內部一致性信度, 所有題目的α信度係 數為.94,其他七個分量表的α信度係數則介於.68 至.82 之間。 2. 藉由因素分析, 本研究顯示國中特教技藝班學生生涯自我概念至少具有七個共同因素, 分別為 (1) 「生涯能力╱覺知因素」,(2) 「生涯現實╱選擇因素」, (3) 「生涯適應╱ 認識因素」,(4) 「生涯抱負╱釐定因素」,(5) 「生涯興趣╱肯定因素」,(6) 「生涯評 價╱自我因素」,(7) 「生涯決定╱自信因素」。 3. 就影響國中特教技藝班學生生涯自我概念的因素而言, 除了國中特教技藝班學生的「家 中排行」、「家庭社經地位」等二項對於生涯自我概念及其層面均無任何統計上顯著的影響 外,國中特教技藝班學生之「性別」、「年級」、「智商」、「伴隨障礙類別」、「技藝班 別」、「工作經驗」等,對於國中特教技藝班學生之生涯自我概念各有不同層面的影響。 根據上述研究發現, 並提出 (1) 教育訓練實務的建議,譬如:國中特教技藝班學生生涯職 業輔導的重視並強化等;(2) 國中特教技藝班的建議,譬如:職能評估的重視,技藝教育課 程的落實等;(3) 未來研究建議,譬如:加入質的研究方法,研究對象的年齡往上延伸,增 加影響生涯自我概念有關因素的探討等。 |
英文摘要 | This research investigated the factors concerning and affecting career selfconcept for junior high school students with disabilities in vocational education programs in Taiwan. A survey on career self-concept for 192 junior high school students with disabilities taking vocational training programs was conducted across the state by a well-developed Career Self-concept Questionnaire for Students with Disabilities through cluster sampling. Survey data concerning the self-concept career experiences and status of these students aged from 13 to 18 years were then analyzed. Reliability and validity tests validated the Career Self-concept Questionnaire for Students with Disabilities was reliable. The exploratory factor analysis empirically indicated a seven-factor model of career self-concept for students with disabilities. six factors (i.e., sex, level of grade, level of mental retardation, accompanied disabilities, kinds of vocational programs, work experiences) that had significant influences on the career self-concept of students with disabilities attending vocational education programs were identified through stepwise multiple regression. The findings and results of this study differed from those of previous career self-concept studies conducted, particularly by establishing an empirically supported pattern of career self-concept constructs for junior high school students with disabilities in vocational education programs in Taiwan. Recommendations are offered concerning the implications of these findings for future research, school practice, and transition services. |
本系統中英文摘要資訊取自各篇刊載內容。