臺北市高職學生角色落差之研究

A Study of Role Discrepancy for Senior Vocational School Students in Taipei

詹志誠(Chih-Cheng Chan)

指導教授 ： 林俊彥

國立臺北科技大學/人文與科學學院/技術及職業教育研究所/碩士(2010年)

摘要

本研究旨在探討高職學生角色期望與角色踐行落差，以作為提昇學校教學品質之參考。研究採調查法，以自編問卷調查臺北市1,090位高職學生角色期望與角色落差等相關資料，有效回收問卷1,015份，有效回收率達93.12％。蒐集之資料以描述性統計、t考驗、單因子變異數分析等統計方法進行考驗，研究結論如下：
一、臺北市高職學生對家庭生活、學校學習、同儕互動與社會公民角色的期望傾向中高程度。
二、臺北市高職學生的角色期望程度，由高至低排序為社會公民、同儕互動、學校學習、家庭生活角色。
三、臺北市高職學生對家庭生活、學校學習、同儕互動與社會公民角色的踐行傾向中等程度。
四、臺北市高職學生的角色踐行情形，社會公民與同儕互動角色最高，學校學習角色其次，家庭生活角色最低。
五、臺北市高職學生的角色落差，以學校學習角色與家庭生活角色層面的落差較大，社會公民角色與同儕互動角色層面的落差較小。
六、臺北市高職學生角色落差會因「就讀類科」不同而有所差異，且其他類高於商管類。
七、臺北市高職學生角色落差會因「學校屬性」不同而有所差異，且公立高職學生的角色落差高於私立高職學生。
八、臺北市高職學生角色落差會因「平均每天上網時數（不含假日）」不同而有所差異，且平均每天上網三到四小時高於平均每天上網一到二小時。

關鍵字

角色 ； 角色期望 ； 角色踐行 ； 角色落差 ； 角色衝突

並列摘要

The purpose of this study was to investigate the role discrepancy of Senior Vocational School students. This study was stated for promoting the quality in Senior Vocational Education.
The study adopted the method of questionnaire survey and “the questionnaire of role expectation and role performance in Senior Vocational School” was developed as the instrument.
Subsequently, the questionnaire was used for Senior Vocational School students as the object of this study. A total of 1,090 students, randomly selected from senior vocational school in Taipei City. The total number of usable sets of instrument returned was 1,015 and a usable return rate of 93.12%. Descriptive statistics, t-test, ANOVA were used to analyze the data.The important findings were as follows:
1. The role expectations of Senior Vocational School students in Taipei City were high - intermediate on the dimensions “life at family”, “learning at school”,
“interaction peers” and “civilization.”
2. The role expectations of Senior Vocational School students in Taipei City sorted
from high to low on the dimensions “civilization”, “interaction peers”, “learning at school” and“ life at family. ”
3. The role performances of Senior Vocational School students in Taipei City were intermediate on the dimensions “ life at family”, “ learning at school”,
“interaction peers” and “civilization.”
4. The dimensions “ civilization” and “interaction peers” were the best among the role performances of Senior Vocational School students in Taipei City, and the
dimensions “learning at school” were the second and “life at family” was the lowest.
5. The role discrepancy on the dimensions “learning at school” and “life at family”were significant, but that of on the dimensions “civilization” and “interaction peer”were lower significant.
6. The background variable on “subject major” could cause significant differences for the role discrepancy of Senior Vocational School students in Taipei City, in
addition to, students who majored in “business management” had higher role
discrepancy than those who majored in others.
7. The background variable on “school style” could cause significant differences for the role discrepancy of Senior Vocational School students in Taipei City, in
addition to, students in public school had higher role discrepancy than those who in private school.
8. The background variable on “hours for Internet every day except holidays” could cause significant differences for the role discrepancy of Senior Vocational School
students in Taipei City, in addition to, students spending surfing between three and four hours had higher role discrepancy than those who surfing between one and two
hours.

並列關鍵字

role ； role expectation ； role performance ； role discrepancy ； role conflict

參考文獻

江文雄（1999）。技術及職業教育概論。台北：師大書苑。

林大森（2006）技術學院與科技大學新生主修科系轉換之分析。教育與社會研究，10，93-124。

林幸台（1987）。生計輔導的理論與實施。台北：五南。

郭為藩（1971）。角色理論在教育學上的意義。國立臺灣師範大學教育研究所集刊，13，15-43。

郭為藩（1993）。教育的理念。台北：文景。