在臺就讀經驗對陸生職業選擇影響之研究

陸生來臺政策於2010年完成修法，隔年正式開放陸生來臺，為兩岸教育交流的重要里程碑，至2020年4月大陸宣布暫停陸生赴臺，共歷經了9年。在相關政策規範下，在臺就讀的陸生畢業後就必須離開臺灣，惟陸生畢業後從事何項職業、其職業選擇與在臺求學及生活之經驗有無關聯、畢業陸生從事職業對兩岸關係之影響等問題，目前尚乏相關專著，若能加以研究分析，或可對陸生來臺政策施行至今實際成效之評估提供一新面向。本論文以社會認知生涯理論為研究架構的基礎，依該理論的興趣發展模式與職業選擇模式論證，生涯規劃與職業選擇受到職業興趣的影響，而形成職業興趣的因素包含自我效能、結果預期以及個人的興趣、能力、人格、價值觀等，另外還受到環境、文化、機會、發展性等非個人情境因素影響，而自我效能及結果預期又主要來自學習經驗及個人參與的其他活動。本論文對11名陸生進行訪談，了解個別陸生來臺就學原因、在臺學習歷程、生涯規劃考量及個別家庭或社會環境影響等因素，藉由呈現不同陸生進行職業選擇及生涯規劃之背景及過程，並運用因果比較分析及敘說分析等研究方法，歸納出影響陸生選擇職業之因素以及在臺學習經驗與職業選擇之間的關係。研究發現陸生的職業興趣發展與職業選擇決定歷程，大致符合社會認知生涯理論的模式，即興趣為影響職業選擇意圖的主要因素，但個人因素及社會環境因素也有相當程度的影響力；同時，本論文透過分析陸生的來臺原因、在臺就學及生活經驗、職業選擇及生涯規劃方向以及陸生對臺灣就讀經驗的主觀認知，也發現陸生的生涯規劃決策路徑及影響職業選擇的因素雖然與一般學生並無不同，但外在的政策因素作用卻導致陸生的選項自始被限縮，而與臺灣學生或其他海外學生的生涯規劃有根本上的不同。

關鍵字

陸生；陸生政策；職業選擇；陸生在臺就讀經驗；社會認知生涯理論

並列摘要

Cross-strait educational exchanges have lasted nearly thirty years. In 2010, the regulation amendment on the policy—Mainland Chinese students undertaking studies in Taiwan—was completed. Students from Mainland China were granted the right to study in Taiwan officially the following year; this was a key milestone for cross-strait educational exchanges. However, in April 2020, Mainland China issued an announcement banning Mainland Chinese students from going to Taiwan temporarily. Under related policy specifications, Mainland Chinese students are prohibited from staying in Taiwan after graduation. There has been a relative lack of research into the subsequent influences of these students after graduating. For instance, the occupations of Mainland Chinese students after graduation, whether their career choices were related to their studying and living experiences in Taiwan, whether their work impacted cross-strait relations. By conducting further research and analysis, a new aspect of assessing the actual results of policy implementation—Mainland Chinese students studying in Taiwan—could be offered. The research structure for this study is based on the Social Cognitive Career Theory (SCCT). Career planning and choices are affected by career interests according to the interest development model and career choice model. The factors—self-efficacy, outcome expectations, and personal interests, abilities, personalities, values —serve as the building blocks of career interests. Additionally, non-personal factors will also affect career interests, e.g., environment, culture, opportunity, room for growth. Furthermore, self-efficacy and outcome expectations mainly derive from studying experiences and other activities that individuals participate in. This study conducted interviews with 11 Mainland Chinese students to understand the factors, e.g., reasons for pursuing their studies in Taiwan, their learning experiences, considerations on career planning, and individual family or societal influences. After presenting the background and decision-making process of career choices and career planning of individual Mainland Chinese students, qualitative analysis was performed, which include causal-comparative analysis and narrative analysis. As a result, this research summarized the factors that influence: (1) career decisions made by Mainland Chinese students; and (2) the relationship between their learning experiences in Taiwan and their career choices. According to the findings of this research, career interest development and the decision-making process of careers for Mainland Chinese students are mainly consistent with the models of the Social Cognitive Career Theory. In other words, interest is the main factor affecting career choices; however, personal reasons and societal factors also contribute to these students’ career choices substantially. Meanwhile, this research also found that the decision-making process of career planning and the factors influencing career choices for Mainland Chinese students are no different from general students after analyzing the following: the motive for Mainland Chinese students coming to Taiwan, their learning and living experiences in Taiwan, career choices, planning of career direction, and the subjective cognition of their studying experiences in Taiwan. However, the external factor, policy, led to the narrowing of choices that Mainland Chinese students can make. Comparing with Taiwanese students or other students from overseas on this aspect, career planning for Mainland Chinese students is fundamentally different.