高職綜合職能科學生工作自我效能、就業準備度與職場工作表現之關係

Abstract

本研究旨在探討高職綜合職能科學生工作自我效能、就業準備度與職場工作表現之關係，並瞭解不同背景變項學生在工作自我效能、就業準備度與職場工作表現的現況與差異情形。研究採用問卷調查法，針對桃竹苗12所高職三年級綜合職能科179位學生，使用自編「高職綜合職能科學生工作自我效能及就業準備度量表」自評工作自我效能及就業準備度；並利用「高職綜合職能科學生職場工作表現評量表」由教師評量學生在職場工作的表現。歸納研究結果如下：

一、 高職綜合職能科學生自評具有正向工作自我效能及中上之就業準備度。 二、 教師評量高職綜合職能科學生職場工作表現與學生自覺之就業準備度 結果並不一致。 三、 高職綜合職能科學生的工作自我效能、就業準備度及職場工作表現與 背景變項之性別、工讀經驗無明顯關聯。 四、 具有就業意願之高職綜合職能科學生具有較高的工作自我效能及就業準 備度，在職場具有較佳的工作表現。 五、 參與及考取烘焙麵包丙級技能檢定證照之高職綜合職能科學生在工作自 我效能、就業準備度及職場工作表現顯著高於未參與及未考取者。 六、 工作社會能力準備度具有中介工作自我效能及職場工作表現的效果。

最後根據研究結果，給予綜合職能科學生、教師和未來方向提出建議。The purpose of this study was to examine the relationship among occupational self-efficacy, employment readiness and job performance of students with intellectual disability in vocational high school, and also to investigate differences in these three variables with different background. The method of questionnaire survey was adopted for this study. One hundred and seventy-nine intellectual disability students were recruited from 12 vocational high schools in Taoyuan, Hsinchu and Miaoli County. Students evaluated their own occupational self-efficacy and employment readiness, while teacher of the student evaluated their job performance. Results of statistical analyses revealed the following findings:

1.Students evaluated themselves with positive occupational self-efficacy and moderate employment readiness. 2.Job performances evaluated by teachers were not consistent with employment readiness of students’ self- evaluation. 3.No gender and part-time job experience differences in these three variables were found in this study. 4.Students with employment aspirations had higher level occupational self-efficacy, employment readiness and better job performance. 5.Students trained and passed the required qualification examination of class C skill category of Food Baking- Bread were significant different from those without such training or qualification in these three variables. 6.Job-related social skill readiness served as mediator in the relations between occupational self-efficacy and job performance.

Based on the findings and conclusions, several suggestions were proposed for students with intellectual disability and teachers in vocational high school and ideas for further research.