後疫情時代中國職業院校餐旅專業學生人格特質對感染與就業焦慮及職業發展信心之影響研究

Abstract

在 COVID-19 疫情大流行的影響下，世界各國政府為了要遏制疫情傳播與疫情感染人數上升，實施了各項封鎖隔離措施，導致職業院校將課堂授課轉向線上授課並同時停止了實體技能課程與校外實習，這些立即性的轉換，帶給學校巨大的挑戰，同時也讓學生對於疫情感染、就業等焦慮與職業發展信心產生未知的恐懼與焦慮，目前此類研究仍屬於少數，值得被關注。因此，本研究在 COVID-19 的背景下，以職業建構理論 (Career Construction Theory, CCT) 作為研究框架，提出七條研究假設路徑進行探析以及研究模式進行驗證，同時也將進行差異性分析，比較兩組與多組資料間的差異。再透過滾雪球的抽樣調查，將蒐集到的1,034份有效問卷，進行驗證性因素分析與結構方程模型的研究驗證。本研究結果顯示：（1）神經質型人格特質與疫情感染焦慮呈現正影響；（2）神經質型人格特質與就業焦慮呈現正影響；（3）外向型人格特質對疫情感染焦慮呈現負影響；（4）外向型人格特質對就業焦慮呈現負影響；（5）疫情感染焦慮與就業焦慮呈現正影響；（6）疫情感染焦慮與職業發展信心呈現負影響；（7）就業焦慮與職業發展信心呈現負影響；（8）性別、年齡、學制對於就業焦慮與職業發展信心具有差異性；（9）學校隸屬對於疫情感染焦慮及就業焦慮與職業發展信心具有差異性；（10）科系對於疫情感染焦慮與就業焦慮具有差異性。最後，本研究依據分析結果提出研究結果、研究理論性與實務性之建議與未來研究建議。

Under the influence of the COVID-19 pandemic, governments around the world have implemented various lockdown and quarantine measures to curb the spread and reinfection of the virus, leading to vocational schools shifting their classroom teaching to online teaching and simultaneously suspending physical skill courses and off-campus internships. These immediate transitions have brought huge challenges to schools, and also caused students to have unknown fears and anxieties about infection, employment, and career development confidence. At present, such studies are still rare and deserve attention. Therefore, this study, in the context of COVID-19, uses Career Construction Theory (CCT) as the research framework, proposes seven research hypotheses paths for exploration and verification of the research model, and conducts difference analysis to compare the differences between two or more groups of data. By using snowball sampling, 1,034 valid questionnaires were collected and confirmatory factor analysis and structural equation modeling were conducted. The research findings show that: (1) Neurotic personality traits have a positive effect on being infected anxiety; (2) Neurotic personality traits have a positive effect on employment anxiety; (3) Extroverted personality traits have a negative effect on being infected anxiety; (4) Extroverted personality traits have a negative effect on employment anxiety; (5) Being infected anxiety has a positive effect on employment anxiety; (6) Being infected anxiety has a negative effect on career development confidence; (7) Employment anxiety has a negative effect on career development confidence; (8) Gender, age, and school system have differences in employment anxiety and career development confidence; (9) School affiliation has differences in being infected anxiety, employment anxiety, and career development confidence; (10) Department has differences in being infected anxiety and employment anxiety. Finally, based on the analysis results, this study proposes research findings, theoretical and practical implications, and suggestions for future research.