高中生生涯自我效能和生涯調適力的相關研究：以生涯目的感為中介變項

Abstract

本研究旨在探討高中生之生涯自我效能、生涯目的感與生涯調適力之間的關係，並以生涯目的感作為中介變項，檢驗其是否在生涯自我效能與生涯調適力間發揮中介效果。本研究以臺灣高中、高職之517名在學學生作為研究對象，使用「生涯決策自我效能量表」、「青少年生涯目的感發展狀態現況之調查問卷」、「生涯調適量表—臺灣版」作為研究工具，運用描述性統計、獨立樣本t檢定、單因子變異數分析、皮爾森（Pearson）積差相關分析進行資料分析，並以PROCESS模組檢驗中介效應。研究結果如下：（1）高中生之生涯自我效能、生涯目的感與生涯調適力在部分背景變項上具有顯著差異。在區域方面，就讀於臺灣中部區域學校之學生在生涯目的感「意圖」構面得分顯著高於北部區域學生；在學校類型方面，普通型高級中等學校學生在生涯調適力整體分數、「生涯好奇」與「生涯自信」構面上均顯著高於技職型高級中等學校學生；在就讀科別方面，普通科學生在生涯調適力整體分數、「生涯關注」、「生涯好奇」以及「生涯自信」構面上皆顯著高於非普通科學生；在年級方面，就讀高中三年級之學生在生涯目的感整體分數、「意圖」與「利他」構面，以及生涯調適力之「生涯關注」構面上均顯著高於一年級學生；而在性別方面，三個主要變項中則皆未呈現顯著差異。（2）高中生之生涯自我效能、生涯目的感與生涯調適力彼此間呈現顯著正相關，顯示此三變項間具高度且穩定的關聯性。（3）生涯目的感在高中生的生涯自我效能與生涯調適力之間具有部分中介效果，顯示生涯自我效能不僅能直接正向預測生涯調適力，亦可透過提升生涯目的感，間接增強生涯調適力。進一步分析亦顯示，生涯目的感之「預備」構面中介效果最為顯著，其次為「意義感」構面，顯示兩者在促進生涯調適歷程中扮演關鍵角色。最後，研究者依上述結果，提出具體之教育實務與未來研究建議，以作為高中生生涯輔導與教育相關研究之參考。

This study investigated the relationships among career self-efficacy, career-oriented purpose, and career adaptability in Taiwanese high school students, with a particular emphasis on the mediating role of career-oriented purpose between career self-efficacy and career adaptability. Participants included 517 students from both senior high schools and vocational high schools. The instruments utilized in this study were the Career Decision-Making Self-Efficacy Scale, the Developmental Status of Teenagers’ Career-Oriented Purposes Questionnaire, and the Career Adapt-Abilities Scale—Taiwan Version. Data analysis was conducted through descriptive statistics, independent samples t-tests, and one-way ANOVA, complemented by Pearson’s product-moment correlation and mediation analysis using the PROCESS macro.The main findings are as follows: (1) Significant differences were found in the three main variables across certain background factors. Students in central Taiwan scored significantly higher than those in northern Taiwan on the"Intention" dimension of career-oriented purpose. General senior high school students scored significantly higher than vocational high school students on overall career adaptability, as well as on the "Curiosity" and "Confidence" dimensions. Academic-track students outperformed technical-track students in overall career adaptability and in the "Concern," "Curiosity," and "Confidence" dimensions. Third-year students scored significantly higher than first-year students in overall career-oriented purpose, the "Intention" and "Altruism" dimensions, and the "Concern" dimension of career adaptability. No significant differences were observed in any of the three main variables based on gender. (2) Career self-efficacy, career-oriented purpose, and career adaptability were all significantly and positively correlated, suggesting stable and strong associations among the three constructs. (3) Career-oriented purpose was found to partially mediate the relationship between career self-efficacy andcareer adaptability. That is, career self-efficacy not only directly predicted career adaptability but also indirectly enhanced it through the increase of career-oriented purpose. Further analysis revealed that among the five dimensions of career-oriented purpose,"Preparation" demonstrated the strongest mediating effect, followed by "Meaningfulness," indicating their key roles in promoting career adaptability. Based on these findings, this study offers practical implications for career education and counseling in high schools, along with recommendations for future research.