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

Abstract

本研究旨在探究中學學術性向資賦優異學生生涯阻礙、生涯自我效能及生涯發展相關情形及中介效果，並藉由性別、教育階段及資優類別等背景變項，檢視其差異情形。 研究對象為臺北市中學學術性向資賦優異學生共計485位，以自編問卷量表進行問卷調查。研究所得資料，以敘述性統計、獨立樣本三因子變異數分析、皮爾森積差相關分析及多元迴歸分析等方法分析資料，主要研究結果如下： 一、中學學術性向資賦優異學生之生涯發展，在性別、教育階段及資優類別上，達顯著差異。在生涯發展分向度生涯認識，男性資優學生較女性資優學生發展程度為高；人文資優學生較數理資優學生發展程度為高。在生涯發展分向度生涯探索，國中女性資優學生較國中男性資優學生發展程度為高；男性高中資優學生較男性國中資優學生發展程度為高；女性高中資優學生較女性國中資優學生發展程度為高。在生涯發展分向度生涯規劃，男性資優學生較女性資優學生發展程度為高；高中資優學生較國中資優學生發展程度為高。 二、中學學術性向資賦優異學生之生涯自我效能，在性別、教育階段上，達顯著差異。男性資優學生較女性資優學生生涯自我效能程度為高；高中資優學生較國中資優學生生涯自我效能程度為高。 三、中學學術性向資賦優異學生之生涯阻礙，在性別、教育階段及資優類別上，達顯著差異。在生涯阻礙分向度資優標籤效應，高中數理男性資優學生較高中數理女性資優學生覺知阻礙程度為高；女性數理國中資優學生較女性數理高中資優學生覺知阻礙程度為高；女性國中數理資優學生較女性國中人文資優學生阻礙程度為高；女性高中人文資優學生較女性高中數理資優學生阻礙程度為高。在生涯阻礙分向度社會價值觀念，國中資優學生較高中資優學生覺知阻礙程度為高。 四、中學學術性向資賦優異學生在生涯發展與生涯自我效能有正向關係，在生涯發展與生涯阻礙有負向關係，在生涯自我效能與生涯阻礙有負向關係，且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。 最後，研究者根據以上結果，提出若干建議，供教育輔導及未來後續研究之參考。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 their different backgrounds. We also examined the mediation effect of career self-efficacy on the relationship between career barriers and career development. The data were collected from a questionnaire survey of 485 academically gifted students in high schools. The collected data were analyzed by computing descriptive statistics, three-way ANOVA, Pearson product-moment correlations and multiple linear regression. The main findings of this research were as follows: 1.Career development of academically gifted students varied significantly in terms of gender, educational stage and categories of giftedness. In terms of career understanding, male gifted students had greater level than female gifted students; humanities gifted students had greater level than science gifted students. In terms of career exploring, female junior high gifted students had greater level than male junior high gifted students; male senior high gifted students had greater level than male junior gifted students; female senior high gifted students had greater level than female junior gifted students. In terms of career planning, male gifted students had greater level than female gifted students; senior high gifted students had greater level than junior high gifted students. 2.Career self-efficacy of academically gifted students varied significantly in terms of gender and educational stage . Male gifted students had greater level than female gifted students; senior high gifted students had greater level than junior high gifted students. 3.Career barriers of academically gifted students varied significantly in terms of gender, educational stage and categories of giftedness. In terms of gifted labels, male senior high science gifted students perceived more barriers than female senior high science gifted students; female junior high science gifted students perceived more barriers than female senior high science gifted students; female junior high science gifted students perceived more barriers than female junior high humanities gifted students; female senior high humanities gifted students perceived more barriers than female senior high science gifted students. In terms of social values, junior high gifted students perceived more barriers than senior high gifted students. 4.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. Finally, suggestions for future studies and gifted education were discussed.