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| Title: | 不同社經地位國中學生的生涯限制信念與生涯統合狀態之研究
The junior high school students' career constraining beliefs and career identity status in different socioeconomic contexts |
| Authors: | 周穎琦
Chow, Ying-Chi |
| Contributors: | 詹志禹
鄭同僚
Chan, Chih-Yu
Cheng, Tung-Liao
周穎琦
Chow, Ying-Chi |
| Keywords: | 生涯限制信念
生涯統合狀態
生涯輔導
主觀社經地位
客觀社經地位
學做工
career constraining beliefs
career identity status
career guidance
objective socioeconomic status
subjective socioeconomic status
Learning to labor |
| Date: | 2024 |
| Issue Date: | 2024-02-01 11:18:27 (UTC+8) |
| Abstract: | 本研究旨在編製國中生的生涯限制信念量表與生涯統合狀態量表，並探究不同社經地位國中生的生涯限制信念樣貌，及其對生涯統合狀態的影響。首先，以臺灣北中南東四區共2,431位國中生進行量表施測。接續，透過LISREL驗證測量模式與結構模式。最後，針對問卷中的低社經學生與以低社經學生為對象之教育工作者，進行質性訪談。
量化結果發現：（1）自編量表具可接受之信效度; （2）客觀社經地位依序透過主觀社經地位與生涯限制信念，影響生涯統合狀態;（3）相較於客觀社經地位，主觀社經地位對生涯限制信念的影響較為明顯; （4）相較於國中女性，男性客觀社經地位對生涯限制信念的影響較為明顯; （5）國中男性的客觀社經地位與學區社經地位，對生涯限制信念具交互影響，但女性並無此現象;
質性結果發現：（1）受訪學生普遍認為勞工階級劣於中下階級 ; （2）受訪學生未明顯表現學做工或怕做工，反而是「怕作勞工」; （3）低社經父母所謂的讀書，並不等同於文憑; （4）生涯目標的確定、過去的成功經驗、在文憑之外另闢蹊徑，或有助於降低生涯限制信念;（5）透過從原點出走的生涯軌跡，提供低社經學生符合脈絡的輔導取徑。
研究貢獻如下：（1）證實臺灣國中學生具初步階級知覺; （2）將P. Willis
<學做工>文中英國工人子弟的洞察與侷限，概念化為生涯限制信念; （3）編製具信效度的生涯限制信念量表與生涯統合狀態量表; （4）證實客觀社經地位對生涯限制信念的影響，需要放在性別與學區的脈絡下討論; （5）證實主觀社經地位與生涯限制信念為輔導低社經學生生涯統合狀態的關鍵。
This study aims to develop Career constraining belief scale and Career identity status scale, exploring the junior high school students’ career constraining beliefs in different socioeconomic contexts, so as to verify the effect of career constraining beliefs on career identity status. Initially, data were collected from 2,431 junior high school students from Taiwan’s 4 geographical regions. Subsequently, LISREL was employed to validate measurement and structural models. Finally, qualitative interviews were conducted with low SES students and educators focusing on such students.
Quantitative findings reveal: (1) the scales exhibit acceptable reliability and validity; (2) objective SES influences career identity status through subjective SES and career constraining beliefs in sequence; (3) the influence of subjective SES on career constraining beliefs is greater than that of objective SES; (4) objective SES has a stronger impact on career constraining beliefs for males compared to females; (5) interaction effects exist between objective SES and school district SES on career constraining beliefs for males, but not for females.
Qualitative findings indicate: (1) students perceive the lower-middle class as superior to the working class; (2) students do not 'learn to labor' or 'be afraid to labor', but rather fear becoming unskilled labors; (3) for low SES parents, studying hard doesn't equal obtaining a diploma; (4) the factors that help reduce career constraining beliefs; (5) the career guidance adapted to the context of low SES students.
The research contributions are as follows: (1) Confirming the initial class perception among junior high school students in Taiwan; (2) Conceptualizing penetrations and limitations from P. Willis's "Learning to Labor" regarding working-class students in the UK into the concept of career constraining beliefs; (3) Developing career constraining beliefs and career identity status scales with demonstrated reliability and validity; (4) Confirming that the impact of objective socioeconomic status on career constraining beliefs needs to be discussed within the contexts of gender and school district; (5) Establishing that subjective socioeconomic status and career constraining beliefs are crucial factors in counseling low socioeconomic status students towards career identity status. |
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| Description: | 博士
國立政治大學
教育學系
107152502 |
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