- 期刊
低收入戶高中職學生之學校教育經驗、學業自我概念、教育抱負與職業抱負之關係
Schooling Experiences, Academic Self-Concepts, Educational Aspirations, and Occupational Aspirations of Senior High School Students from Low-Income Families
摘要
本研究目的為調查低收入戶高中職學生之學校教育經驗、學業自我概念、教育抱負與職業抱負等之現況，並瞭解不同背景（包括學校所在地區與族群）低收入戶高中職學生於上述變項之差異，及此四個變項之關係。本研究以南部某縣列冊為低收入戶之高中職學生為研究母群體，以分層隨機叢集抽樣法選取14所高中職低收入戶學生進行調查。有效問卷率為94%，共423人。以描述性統計、t考驗、單因子變異數分析與多元迴歸徑路分析等方法進行資料分析。結果如下：一、低收入戶高中職學生的學校教育經驗僅略為正向，即稍滿足其需求，且持有略偏正向的學業自我概念。73.3%低收入戶高中職學生持未來擁有高等教育學歷的教育抱負。其職業抱負呈現M型分配，即34.8%學生期望未來從事具最高社經地位的職業，而34.3%者期望次低社經地位的職業。二、就讀不同區域學校之學生的學校教育經驗、學業自我概念、教育抱負與職業抱負有顯著差異；而不同族群之學生的學校教育經驗與學業自我概念亦有顯著差異。三、徑路分析結果發現，低收入戶高中職學生之學校教育經驗直接正向影響學業自我概念與教育抱負，學業自我概念又直接正向影響教育抱負，而教育抱負亦對職業抱負產生直接影響。
並列摘要
This study examined the schooling experiences, academic self-concepts, educational aspirations, and occupational aspirations of senior high school students from low-income families, as well as the relationships among these variables. Questionnaire surveys were used to collect data. 423 senior high school students from low-income families in one county of southern Taiwan responded to questionnaires. Statistic methods employed in the study included descriptive statistics, one-way ANOVA, t-test, and regressive analysis. It was found that the respondents had moderately positive levels of schooling experiences and academic self-concepts. 73% of them aspired to get higher education. 34.8% of them aspired to enter the occupations of the highest socioeconomic status while 34.3% of them aspired to enter the occupations of the second lowest socioeconomic status. Additionally, the respondents studying in different areas had significantly different levels of schooling experiences, academic self-concepts, educational aspirations, and occupational aspirations. The students from different ethnic groups also had significantly different levels of schooling experiences and academic self-concepts. The findings also indicated schooling experiences directly influenced educational aspirations and academic self-concept, which in turn, had a direct affect on educational aspirations. Educational aspirations, in turn, influenced occupational aspirations directly.