快樂、自我與主修科系對受高等教育人口成年初期的職位與收入之影響

本研究利用臺灣青少年成長歷程研究，分析青少年時期的快樂感、自我評價、大學類型與主修領域在成年初期地位取得的影響，藉此評估當前年輕世代的社會流動趨勢。線性成長模型分析結果顯示，成年初期取得較佳的社經地位與收入者，與他們在青少年時期的快樂程度無顯著關聯，但與自我評價的發展類型有關。漸高的自我效能較有利於進入勞力市場後的薪資與社經地位的提升；自我效能與自尊均遞減，相對於兩者持平，並未不利於薪資與社經地位的提升。公立、一般性大學相較於私立與科技大學等不同學校類型，對工作收入與社經地位較有明顯的助益；相較於人文社會科學，主修工程理化領域的年輕世代，會有較高的工作收入與社經地位水平。綜言之，社會心理動力因素與工作成就的關聯，或許是表現在立即性的工作成效上，而非更長期的社經成就。高等教育的階層化對成年初期的地位取得產生明顯的影響，反映了臺灣年輕人的社會流動被有效維繫不平等的階層結構所制約。

關鍵字

教育；快樂感；自我評價；社經地位指標；成年初期

並列摘要

This study investigates the status attainment of young adults in Taiwan by analyzing the panel data from the Taiwan Youth Project. Three hypotheses about happiness, self-evaluation, and college type and major are tested with linear growth modeling. Estimation results show that an individual's income and socioeconomic status are not related to happiness at earlier phases, but are slightly influenced by self-evaluation among those whose self-efficacy has increased over time after entering the labor market. In comparison, education demonstrates a substantial influence. Graduates from competitive public or comprehensive universities earn better income and achieve higher socioeconomic status than their counterparts from private ones and colleges of technology. Having a degree in science-technology, or in life science and medicine also boosts income and socioeconomic status during the phase of early adulthood. It is found that the influence of happiness and self-efficacy is transient for job performance, while education generates an enduring effect for young adults in their pursuit of positions in a system of social stratification which has effectively maintained inequality, despite the increasing availability of college education.

並列關鍵字

education ； happiness ； self-evaluations ； international socioeconomic index ； young adults

參考文獻

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