社會支持對在職進修者角色扮演之影響

Abstract

本研究之目的在於探討社會支持對在職進修者 職家學角色扮演之影響。本研究以半結構式 深度 訪談 法 ，訪談 6位在職進修者 建構在職進修後的經驗歷程 中的社會支持及其重要他人的互動，並分析其在 工作、家庭和學校 三個場域中之 衝突內容、社會支持來源及調適因應效果，並以在職進修完成與否來探討其社會支持影響程度。研究發現社會支持需求最多的衝突場域為，工作場域的「工作績效低落」，家庭場域的「 減少陪伴他人 」，學校場域的「 到課率不佳 」。社會支持來源最有效工作場域的「主管分擔」，家庭場域為「重要他人照顧與自理」，學校場域為 「彈性上課時間」。調適因應 部分，在 工作場域 為「建立代理人」，家庭場域為 「時間的彌補」和學校的「 個人策略性選課 」、 「同學間的課業分工」。未能持續進修的個案則是「 工作績效低落 」的經濟問題和「 減少陪伴他人 」的家庭責任所致 。

The purpose of this study was to explore the influence of social support on the role-playing of in-service students. This study was used a semi-structured interview method to interview 6 on-the-job students, constructs social support and the interaction of significant others after on-the-job studying, and analyzes their differences of conflict between work, family, and school. The usefulness of social support was explored by the completion of on-the-job studying. Research has found that the conflicting with the most demand for social support was the"Low work contribution" in the work field, the "Reduced time on accompaniment" in the family field, and the "Low attendance rate" in the school field. The most effective source of social support was the "Supervisor sharing the loading" in the work field, in the family field was "Significant others' care and self-care", and in the school field was "Alternative learning period". For the adjustment, in the work field was "establishing an agent", in the family field was "Spending time to accompany"and in the school field was"Course selection strategically " and "Teamwork with classmates". It was found that drop-out students were caused by the economic problems of "Low work contribution" and the responsibilities of "Reduced time on accompaniment".