親子生涯一致性與科系滿意度之關係研究：動機與自主性支持之調節式中介分析

Abstract

本研究旨在從自我決定論、華人集體主義文化的觀點切入，探討臺灣青少年知覺到的青少年─家長生涯一致性、自主性支持、科系選擇動機（自主型動機、控制型動機）、科系滿意度之間的關係。研究以青少年─家長生涯一致性為自變項，科系滿意度為依變項，並探索科系選擇動機的中介效果，若中介效果顯著，則進一步探討自主性支持與其他親親職行為是否會調節科系選擇動機的中介效果，以驗證調節式中介模型是否存在。研究以國內18到29歲、曾就讀國內大專院校者為研究對象，最終蒐集到688份有效樣本，針對樣本數據進行獨立樣本t檢定、單因子變異數分析、皮爾森積差相關分析、拔薛法中介效果、調節式中介分析，結果如下：（1）男性科系滿意度顯著高於女性、考試入學者的相似性一致高於繁星入學者、預計留在大學科系相關領域工作的青少年─家長生涯一致性、自主性支持、生涯行動支持、科系滿意度低於不確定組與預計離開相關工作領域者。（2）除了青少年─家長生涯一致性與控制型動機之間相關未達顯著外，其它變項間的相關均達顯著。（3）自主型動機會中介青少年─家長生涯一致性對科系滿意度的預測力，控制型動機則否；而自主型動機與控制型動機，在相似性一致、互補性一致預測科系滿意度的關係中，均存在中介效果。（4）在自主型動機中介青少年─家長生涯一致性、互補性一致預測科系滿意度的模式中，自主性支持、控制型教養、生涯行動支持具有調節效果；在自主型動機中介相似性一致預測科系滿意度模式，僅有自主性支持、生涯行動支持具有調節效果；控制型動機的中介效果，則不被任何親職行為調節。研究最終檢驗青少年─家長生涯一致性、自主性支持、科系選擇動機、科系滿意度的調節式中介模式，最後針對國內生涯輔導與親職教育提出建議：（1）透過生涯教育促進親子間生涯主題的對話。（2）關注相似性一致同時提升自主型動機、控制型動機對子女進行生涯選擇的影響。（3）增進親職教育對自主性支持、生涯行動支持的重視。Based on the self-determination theory, this study aimed to investigate the relationships among Taiwanese adolescents' perceptions of adolescent-parent career congruence, autonomy support, career choice motivation, and major satisfaction. In this study, adolescent-parent career congruence is regarded as the independent variable, and major satisfaction is the dependent variable, exploring the mediated effect of career choice motivation. If the mediated effect is significant, further investigation is conducted to determine whether autonomy support and other parental behaviors moderate the mediating effect of career choice motivation, verifying the existence of a moderated mediation model.The study focused on Taiwanese individuals aged 18 to 29 who had attended domestic tertiary institutions, ultimately gathering 688 valid responses. The results indicate:(1) Males exhibited significantly higher levels of major satisfaction than females, and those admitted through distribution showed greater adolescent-parent career congruence than Fanxing recommenders. Moreover, compared to those planning to leave fields related to their majors or who were uncertain, those planning to remain in fields related to their majors demonstrated lower levels of adolescent-parent career congruence, autonomy support, career action support, and major satisfaction.(2) Most of the correlations between variables are significant. Only the correlation between adolescent-parent career congruence and controlled motivation is not significant.(3) Autonomous motivation mediated the relationship between adolescent-parent career congruence and major satisfaction, whereas controlled motivation did not. As for the model in which the predictive power of similarity congruence and complementary congruence is mediated, the mediating effects of autonomous motivation and controlled motivation are both significant.(4) In the model where autonomous motivation mediated adolescent-parent career congruence and academic major satisfaction, autonomy support, controlled parenting, and career action support demonstrated moderation effects. The same moderation effect can be found in the model where autonomous motivation mediated complementary congruence and academic major satisfaction. However, only autonomy support and career action support exhibited moderation effects in the model where autonomous motivation mediated similarity congruence predicting academic major satisfaction. Finally, regarding the mediating effect of controlled motivation, no parental behaviors served as moderators.The study ultimately examined the moderated mediation model of adolescent-parent career congruence, autonomy support, career choice motivation, and major satisfaction, providing a comprehensive discussion from the perspectives of self-determination theory and collectivist culture. Finally, recommendations were made for internal career counseling and parental education: (1) Promoting dialogue between parents and adolescents on career-related topics through career education; (2) Addressing congruence while simultaneously enhancing the impact of autonomous and controlled motivations on adolescents' career choices; (3) Enhancing the emphasis on autonomy support and career action support in parental education.