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    題名: 生涯自主動機歷程與生涯定向、學習投入之模式驗證-以自我決定理論之觀點
    The development model of autonomy motivation of career: self-determination theory perspective
    作者: 薛凱方
    Hsueh, Kai Fang
    貢獻者: 詹志禹
    薛凱方
    Hsueh, Kai Fang
    關鍵詞: 自我決定理論
    父母支持
    教師支持
    基本需求
    生涯自主動機
    生涯定向
    學習投入
    self-determination theory
    parental support
    teacher support
    basic needs
    autonomy motivation of career
    career decision
    learning engagement
    日期: 2010
    上傳時間: 2013-09-05 15:26:48 (UTC+8)
    摘要: 自我決定理論是個從環境脈絡、個體心理需求、動機型態來看待個體適應性行為的歷程理論。本研究之研究旨趣即是以自我決定理論之觀點，探討父母支持、教師支持、基本需求滿足、生涯自主動機、生涯定向及學習投入的現況及各變項在性別、年級、學校性質的差異情形，研究者乃根據上述變項提出兩個模式並予以驗證。
    本研究以台灣地區北、中、南、東四個地區1120位高中生為對象，研究工具包括：研究者改編之「父母支持量表」、「教師支持量表」、「基本需求滿足量表」、「生涯自主動機量表」、「生涯定向量表」及「學習投入量表」。本研究採用單因子多變量變異數分析與潛在變項模式分析進行研究假設之驗證。

    研究結果顯示：
    1.現今高中生所知覺的父母支持及教師支持頻率偏高，基本需求滿足程度良好、生涯自主動機程度偏高、生涯定向程度中等、學習投入狀況積極。
    2.女高中生比起男高中生，感覺到較高的父母支持、教師支持，並且在聯繫感的需求上獲得較高的滿足；高三學生比起高二學生而言，他們感覺到較高的教師支持，有著較高的生涯自主動機，對於未來生涯的目標也較為明確，高一的學生也比高二的學生感受到較多的教師支持；明星高中的學生比社區高中的學生感受到較高的父母支持，而社區高中的學生比明星高中的學生感受到較高的教師支持。
    3.以父母支持、教師支持為自變項、基本需求滿足、生涯自主動機為中介變項，生涯定向為依變項的「生涯自主動機歷程與生涯定向模式」獲得支持。亦即高中生所知覺的父母支持、教師支持會正向影響個體的基本需求滿足程度，基本需求滿足程度會進一步正向影響生涯自主動機，再透過生涯自主動機對生涯定向產生正向影響。
    4.以父母支持、教師支持為自變項、基本需求滿足、生涯自主動機、生涯定向為中介變項，學習投入為依變項的「生涯自主動機歷程與生涯定向、學習投入模式」獲得支持。亦即生涯自主動機、生涯定向對學習投入有正向影響，且父母支持及教師支持對學習投入有直接正向影響。

    最後，研究者根據研究結果提出建議，以供高中父母、教師、輔導單位、高中生及未來研究者參考。
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    描述: 博士
    國立政治大學
    教育研究所
    95152502
    99
    資料來源: http://thesis.lib.nccu.edu.tw/record/#G0095152502
    資料類型: thesis
    顯示於類別:[教育學系] 學位論文

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