本論文以社會認知生涯理論為基礎,探討「大專生公部門見習計畫」中的見習情境,包含工作特性、領導者與部屬交換關係,是否會透過見習生的自我信念,影響其未來報考公職的意願。本論文針對107年有參與公部門見習計畫之大專生進行問卷調查,並採次序廻歸分析檢驗研究假設,經實證研究結果發現:(1)工作特性會透過自我效能的中介效果,提升大專生報考公職的意願。(2)領導者與部屬交換關係會透過自我效能的中介效果,提升大專生報考公職的意願。由此得知,政府機關應透過工作內容的設計,滿足見習生的期待,以激勵其工作動機。另外,主管人員亦應適時給予見習生指導與關懷,提升見習生對工作的信念與認同。
Based on Social Cognitive Career Theory, the current thesis examines the training environment of the college student public sector internship program, such as job characteristics or the relationship between supervisors and subordinates, will impact trainees’ belief in themselves and their willingness to apply and work in public sectors. Students who participate in college student public sector internship program are invited to complete the surveys, and the data collected is later analyzed through ordinal regressions to test the hypotheses. The results reveal that (1) job characteristics increase college students’ willingness to apply for public sector jobs through the mediation effect of self-efficacy, (2) the relationship between supervisors and subordinates increases college students’ willingness to apply for public sector jobs through the mediation effect of self-efficacy. Therefore, it is suggested that government agencies design the internship program contents more suitable to meet potential trainees’ expectations, which may encourage them to work in public sectors after they graduate. Last but not the least, supervisors should provide instructions and guidance to increase the trainees’ sense of belonging and self-belief, helping them to learn about everything from mindset to practical facets for their career development.