高中學生生涯發展組型建構及其在升學與生涯輔導上的意義
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Date
2010-06-??
Authors
吳武典
簡茂發
洪冬桂
舒琮慧
鄒小蘭
張芝萱
吳道愉
Journal Title
Journal ISSN
Volume Title
Publisher
國立臺灣師範大學研究發展處
Office of Research and Development
Office of Research and Development
Abstract
本研究旨在發現高中學生不同的「生涯發展組型」（career development patterns, CDP），進而對CDP進行效度考驗， 並探析其在升學及生涯輔導上的意義。本研究分三部分：一、組型建構：採取量化取向之調查法，根據20所高中1,443名學 生在「工作價值觀量表」、「生涯探索量表」與「多元智能量表」上的評量結果，加上學科能力測驗（五科）成績，以總共三十 種變項進行因素分析和典型相關分析，綜合研判組合成為八種有意義的CDP，包括實用組型、研究組型、藝術組型、社會組型、 企業組型、事務組型、人文組型和數理組型；二、組型驗證：以4所高中327名學生為樣本，以「我的特質」及「學生特質」檢核 表為效標，考驗兩者與CDP之相關及高、低分組之差異，結果發現，八種CDP與效標間大多呈現相對應的顯著正相關，也具有良好的 同時效度，惟學生自評的效度高於教師的評定；三、組型應用：首先詮釋各CDP的內涵，然後透過專家及資深輔導教師的諮詢座談， 修正各組型內涵。最後，進行優勢組型（組型分數T≧60）之人數分布分析與個案分析，結果發現，優勢組型的分布存在著很大的個別 差異，或屬於單一優勢，或屬於多重優勢，而各校均有優勢學生（合占約四成）。根據研究發現，研究者提出若干對CDP的應用及高中 生升學與生涯輔導的建議。
The purposes of this study are twofolds: 1) To explore the “career development patterns” (CDPs) of senior high school students (SHSs) and define the meaning of the CDP; 2) To exmine the validity of the CDP and the application of the CDP to academic and career counseling. There are three parts of this study: 1) The construction of CDPs: 1,443 SHSs from 20 senior high schools took the Work Value Inventory, the Career Exploration Inventory, the Multiple Intelligences Scales, and the Academic Achievement Tests. Eight CDPs were then identified by means of factor analysis, cannonnical correlation analysis and comprehensive judgement based on 30 variables of the five measures. The eight CDPs were Realistic, Investigative, Artistic, Social, Enterprising, Conventional, Humanistic, and Scienticic; 2) The validitaion of CDPs: 327 students from 4 SHSs served as the subjects of validitaion. The “My Charactistics” and the “My Students’ Charactistics” checklists and rating scales were devised for students and teachers and exployed as the criteria of concurrent validity. It was found that most of the criterion measures were significantly correlated to CDP measures and had significant differential effects on two extreme CDP groups. However, students’ self-reports were found more effective than teachers’ ratings, and the concret and checklist method was more effective than the subjective over-all rating, especially for teachers; 3) The application of CDPs: The interpretation of CDPs was made and further revised by focus-group discussion, followed by identifing the subjects with superior CDPs (T≧60) at four senior high schools. It was found that there were 41.6% of the total subjects with one or more superior CDPs. However, there existed salient inter- and intra-individual differences in this regard. Finally, applications and suggestions of CDPs in academic and career counseling are given according to the research findings.
The purposes of this study are twofolds: 1) To explore the “career development patterns” (CDPs) of senior high school students (SHSs) and define the meaning of the CDP; 2) To exmine the validity of the CDP and the application of the CDP to academic and career counseling. There are three parts of this study: 1) The construction of CDPs: 1,443 SHSs from 20 senior high schools took the Work Value Inventory, the Career Exploration Inventory, the Multiple Intelligences Scales, and the Academic Achievement Tests. Eight CDPs were then identified by means of factor analysis, cannonnical correlation analysis and comprehensive judgement based on 30 variables of the five measures. The eight CDPs were Realistic, Investigative, Artistic, Social, Enterprising, Conventional, Humanistic, and Scienticic; 2) The validitaion of CDPs: 327 students from 4 SHSs served as the subjects of validitaion. The “My Charactistics” and the “My Students’ Charactistics” checklists and rating scales were devised for students and teachers and exployed as the criteria of concurrent validity. It was found that most of the criterion measures were significantly correlated to CDP measures and had significant differential effects on two extreme CDP groups. However, students’ self-reports were found more effective than teachers’ ratings, and the concret and checklist method was more effective than the subjective over-all rating, especially for teachers; 3) The application of CDPs: The interpretation of CDPs was made and further revised by focus-group discussion, followed by identifing the subjects with superior CDPs (T≧60) at four senior high schools. It was found that there were 41.6% of the total subjects with one or more superior CDPs. However, there existed salient inter- and intra-individual differences in this regard. Finally, applications and suggestions of CDPs in academic and career counseling are given according to the research findings.