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臺灣體育學系大學生生涯自我效能、生涯阻礙與生涯發展之相關研究

Correlations Among the Career Self-Efficacy, Career Barriers, and Career Development of College Students from Physical Education Departments in Taiwan

摘要


目的:一、瞭解不同背景變項之體育學系大學生在生涯發展、生涯自我效能與生涯阻礙之差異。二、探討體育學系大學生生涯發展、生涯自我效能與生涯阻礙之相關情形。三、體育學系大學生生涯自我效能與生涯阻礙因素對其生涯發展之預測。方法:研究參與者為526位全國體育學系大學生,所得資料以單因子變異數分析、皮爾森相關及線性迴歸進行分析,結果:一、生涯發展與生涯自我效能會受性別而有所不同。在年齡、就讀學校屬性、是否有修習教程、入學方式亦會影響其生涯阻礙。二、臺灣體育學系大學生生涯發展越好,則生涯自我效能之信心程度也可能會較高,具有正相關;而若生涯阻礙越高,將可能降低生涯自我效能與生涯發展,彼此具負相關。三、臺灣體育學系大學生生涯自我效能與生涯阻礙對生涯發展具有預測力,以自我瞭解評估、未來擬定計畫與方向選擇對生涯定向最具預測力。結論:對於體育學系大學生之生涯發展而言,生涯自我效能與生涯阻礙為重要之預測因子,建議相關單位,在體育學系大學生在學期間,教導學生如何擬定生涯計畫,提升其自信心面對未來生涯課題,並降低其生涯阻礙,將有助未來生涯發展。

並列摘要


Purpose: The purposes of this study were to (1) understand the differences in career self-efficacy, career barriers, and career development among college students of different backgrounds from physical education (PE) departments in Taiwan; (2) explore the correlations among the career self-efficacy, career barriers, and career development of college students from PE departments in Taiwan; and (3) examine whether career self-efficacy and career barriers can predict PE students' career development. Methods: A total of 526 college students from PE departments in Taiwan participated in this study. The collected data were analyzed through single-factor variance analysis, Pearson correlation analysis, and linear regression. Results: (1) Career development and career self-efficacy vary according to gender. In addition, the career barriers of PE students are affected by their age, the type of school (public or private) attended, the method of college admission, and participation in teaching programs. (2) The career development of college PE students in Taiwan is positively correlated with the degree of their confidence in self-efficacy. The higher the career development of the students, the higher is their degree of self-confidence and self-efficacy. By contrast, career barriers have a negative correlation with self-efficacy and career development. The higher the career barriers of students, the lower is their career self-efficacy and career development. (3) The career self-efficacy and career barriers of PE students in Taiwan may predict their career development. The results obtained from self-assessments based on self-understanding, future planning, and life directions predict the career development of PE students. Conclusion: Career self-efficacy and career barriers are important predictors of the career development of PE degree students in Taiwan. Institutions and agencies must teach PE students how to frame career plans when they are still at college or university, develop self-confidence in facing issues in their future careers, and reduce their career barriers, thereby facilitating their future career development.

參考文獻


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