中學學術性向資優學生生涯阻礙、生涯自我效能與生涯發展之相關研究
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Date
2015-09-??
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國立臺灣師範大學特殊教育中心
National Taiwan Normal University Special Education Center
National Taiwan Normal University Special Education Center
Abstract
本研究探究中學學術性向資優生生涯阻礙、生涯自我效能及生涯發展之關聯，及其在性別、教育階段及資優類別等背之差異情形。研究對象為485 位中學學術性向資優生，以自編問卷量表進行調查。研究發現資優生之生涯發展、生涯自我效能及生涯阻礙，在性別、教育階段及資優類別上，有顯著差異。生涯發展與生涯自我效能有正相關、與生涯阻礙有負相關，生涯自我效能與生涯阻礙有負相關，生涯自我效能在生涯阻礙與生涯發展之間具有部分中介效果。研究者並提出教育輔導及未來研究之建議。
The purposes of this research were to explore the differences and relationship among career barriers, career self-efficacy and career development of the academically gifted students in high schools in terms of gender, educational stage and categories of giftedness. The data were collected from a questionnaire survey of 485 academically gifted students in high schools. The main findings of this research were as follows: Career development, career self-efficacy and career barriers of academically gifted students varied significantly in terms of gender, educational stage and categories of giftedness. There existed a significantly positive correlation between career development and career self-efficacy, a significantly negative correlation between career self-efficacy and career barriers and a significantly negative correlation between career development and career barriers. Career self-efficacy had a partial mediation effect on the relationship between career barriers and career development. Suggestions for future studies and gifted education were discussed.
The purposes of this research were to explore the differences and relationship among career barriers, career self-efficacy and career development of the academically gifted students in high schools in terms of gender, educational stage and categories of giftedness. The data were collected from a questionnaire survey of 485 academically gifted students in high schools. The main findings of this research were as follows: Career development, career self-efficacy and career barriers of academically gifted students varied significantly in terms of gender, educational stage and categories of giftedness. There existed a significantly positive correlation between career development and career self-efficacy, a significantly negative correlation between career self-efficacy and career barriers and a significantly negative correlation between career development and career barriers. Career self-efficacy had a partial mediation effect on the relationship between career barriers and career development. Suggestions for future studies and gifted education were discussed.