中產階級高學業成就學生校系選擇與轉系歷程之研究

Abstract

本研究旨在了解中產階級高學業成就學生在校系選擇過程中的影響因素，與學生進入原科系後選擇轉系的原因。研究目的有：一、探討中產階級家庭對子女學業成績的教養方式；二、呈現中產階級高學業成就學生的校系選擇歷程；三、分析中產階級高學業成就學生的校系過程中的影響因素；四、探究中產階級高學業成就學生的轉系因素。本研究的三位研究參與者為具有轉系經驗的中產階級高學業成就學生，研究者以訪談的方式進行資料蒐集，透過研究參與者的回憶與描述，將研究資料以學生的學習階段進行劃分，分析各階段中的重要影響因素與其對學生所造成的影響。經由研究分析與整理後，獲得以下結論： 一、在中產階級高學業成就學生的學習經驗裡，家庭為強化升學主義的發動機。 二、中產階級高學業成就學生，在校系選擇的最後抉擇階段，會因外在結構對優質文憑的依賴與追求使其難以選擇興趣所在的科系。 三、在校系選擇過程中的不同階段存在不同的重要影響因素，且各影響因素間存在互相牽動的關係，形成個體錯綜複雜的校系選擇歷程。 四、相對於高中升大學的校系選擇，學生在選擇轉系的過程裡擁有較高的自主性。 五、中產階級高學業成就學生面對校系選擇過程裡不同因素的影響存在多元的調適方式，但對升學成績的束縛多偏向於採取順從的方式回應。

This study aims at 1. understanding the effect of middle-class families’ parenting styles onthe academic performance of children; 2. understanding the major selection process of high-achieving students from middle-class family; 3. exploring the influencing factors in major selection process of high-achieving students from middle-class family; 4. understanding the reason of high-achieving students from middle-class family change their major. This study interviewed three high-achieving students from middle-class family who have major changing experience. Through interviewing three participants and data analyzing, the conclusion of this study as following: 1.Throughout the learning experience of high-achieving students from middle-class family, their families act as an impeller of exam-oriented education. 2.During the final stage in the major selection process, it is hard for high-achieving students from middle-class family to decide their major based on their interest, instead, they are influenced by the reliance of external structure on credentialism. 3.There are different influencing factors at different stages in the major selection process, and each influencing factor interrelates with others, forming a complex major selection process. 4.Compared with the selecting of university major, students have higher level of autonomy in major changing process. 5.When facing influencing factors in major selection process, students adopt multiple adjustment to overcome the obstacles, but they tend to conform to the restraint of academic performance under examination system.