高中職工科女學生學校幸福感與生涯自我效能之關係研究－性別取向觀點的探究

A Study on The Relationships between School Well-Being and Career Self-Efficacy of The Female Engineering Students in Academic and Vocational High School - Based on Gender's Perspective

游淑華(Shu-Hua Yu) ； 王俐尹(Li-Yin Wang)

《創思學刊》 35期 (2016/10) Pp. 1-26

摘要

研究目的：本研究旨在以性別觀點探討高中職工科女學生在性別內隱認知、學校幸福感及生涯自我效能上的關係。研究方法：採用問卷調查法並以凱利的詞錄方格為主要工具，研究對象則為臺南市國立高中職工業類群女學生，施測樣本數為681人，有效樣本數為668人，有效問卷比率為98.1%。資料收集後係先以Excel進行性別內隱認知指數的計算，再以SPSS20.0版進行各項統計分析。研究結果：1.就不同學科類群女學生而言，在性別內隱認知指標上的「統整性」有顯著差異，且機械群女學生高於土木建築群；在學校幸福感上則無顯著差異；而在生涯自我效能上亦有顯著差異，土木建築群女學生高於機械群。2.就不同年級女學生而言，在性別內隱認知的3個指標上均無顯著差異；但在學校幸福感上則有顯著差異，且一年級女學生高於二、三年級；而在生涯自我效能亦有顯著差異，且三年級女學高於二年級。3.就性別內隱認知指標而言，「統整性」與學校幸福感之「師生關係」間呈現顯著負相關；「分化性」與學校幸福感之「師生關係」及「教學」間呈現顯著負相關，但與生涯自我效能之「職業自我評量」呈現顯著正相關；「衝突率」則與生涯自我效能之「生涯計畫」呈現顯著正相關。據此，本研究建議，學校當局應大力推展並深化對高中職工科女學生的性別教育與輔導。

關鍵字

性別刻板印象 ； 學校幸福感 ； 生涯自我效能

並列摘要

The purpose of this study is to explore the differences and relationships among different background variables and implicit gender cognition types of female high school students of science and engineering majors regarding their perceived happiness in school and career efficacy. The study adapted repertory grids and questionnaires to investigate on female public high school students in Tainan Taiwan. The survey sample size was 681 and effective sample size was 668. The results were as following. First, among female students in different majors, those who majored in mechanics had significant higher scores in indicators of ＂integration' in gender implicit cognition than those in civil engineering. There was no significant difference in perceived happiness in school. Those who majored in civil engineering had significant higher career self-efficacy than those in mechanics. Second, among students in different year of school, there were no significant difference in indicators of gender implicit cognition. However, it had shown significant higher perceived happiness in school in first year students than second and third year students. Further, the third year students had higher career self-efficacy than second year students. Third, indicators of ＂integration＂ in gender implicit cognition had significant negative correlation with indicators of ＂teacher and student relationship＂ in perceived happiness in school. ＂Differentiation＂ had a significant negative correlation with ＂teacher and student relationship' and ＂teaching' in perceived happiness in school. Fourth, indicators of ＂differentiation＂ in gender implicit cognition had a positive correlation with ＂career self-evaluation＂ in career self-efficacy. ＂Confliction rate＂ had positive correlation with ＂career plan＂ in career self-efficacy.

並列關鍵字

Gender stereotype ； School well-being ； Career self-efficacy