中部地區高職綜合職能科學生升學意願和動機調查之研究
Abstract
本研究旨在探究綜合職能科學生升大專院校的升學意願和動機。研究採問卷調查法，以社會認知生涯論及關係取向的生涯理論為理論基礎自編問卷，中部地區(台中、彰化、南投)241名高二及高三綜合職能科學生為研究對象，歸納研究結果如下：
一、綜合職能科高二及高三學生中，想升學的人數約占1/4，多數學生升學意願多以就業為主。
二、不同升學意願的學生，升學動機有顯著差異，以自我效能因素在升學動機的表現最顯著。
三、在背景變項中，性別和升學意願和動機無關聯；年級、障礙程度、家庭經濟狀況和父親教育程度的不同，會形成綜合職能科學生在升學意願的表現上有所差異；障礙程度、家庭經濟狀況、母親教育程度和升學意願的不同，會形成綜合職能科學生在升學動機和動機因素的表現上有所差異。
四、升學動機因素預測升學意願的區別力約52%，但對於想升學的學生預測力約七成，具有較佳的預測力。
最後根據研究結果，給予教師、綜合職能科學生和未來研究方向提出建議。
The purpose of the study was to investigate the willingness and motivation for postsecondary education of students with intellectual disabilities in special class in vocational high schools. A questionnaire based on the social cognitive career theory and the relational approach career theory was constructed for this survey study. Two hundred and forty-one 11th graders and 12th graders with intellectual disabilities in vocational high schools of Taichung, Changhua and Nantou City/County responded for the survey. Results of statistical analyses revealed the following findings: 1. Most students intended to work after graduating from senior high school, while about one-fourth students aspired for postsecondary education. 2. There were significant differences on the motivation for postsecondary education between the students with different level of willingness. Meanwhile, the self-efficacy factor has better predictability on motivations for postsecondary education. 3. No gender differences were found in this study. But there were significant differences on the willingness for postsecondary education among different background variables, including grades, severity of disability, family economic status and father’s education. 4. The results of the discriminant analysis revealed that the motivation factors could predict students’ intention with an accuracy of 52%. However, for the students aspiring to postsecondary education alone, it might predict better to about 70%. Based on the findings and conclusions, several suggestions were proposed for teachers, students with mental retardation in senior high school and ideas for further research.
The purpose of the study was to investigate the willingness and motivation for postsecondary education of students with intellectual disabilities in special class in vocational high schools. A questionnaire based on the social cognitive career theory and the relational approach career theory was constructed for this survey study. Two hundred and forty-one 11th graders and 12th graders with intellectual disabilities in vocational high schools of Taichung, Changhua and Nantou City/County responded for the survey. Results of statistical analyses revealed the following findings: 1. Most students intended to work after graduating from senior high school, while about one-fourth students aspired for postsecondary education. 2. There were significant differences on the motivation for postsecondary education between the students with different level of willingness. Meanwhile, the self-efficacy factor has better predictability on motivations for postsecondary education. 3. No gender differences were found in this study. But there were significant differences on the willingness for postsecondary education among different background variables, including grades, severity of disability, family economic status and father’s education. 4. The results of the discriminant analysis revealed that the motivation factors could predict students’ intention with an accuracy of 52%. However, for the students aspiring to postsecondary education alone, it might predict better to about 70%. Based on the findings and conclusions, several suggestions were proposed for teachers, students with mental retardation in senior high school and ideas for further research.
Description
Keywords
綜合職能科, 升學意願, 升學動機, special class in vocational high school, willingness for postsecondary education, motivation for postsecondary education