高中職工業類群女學生性別內隱認知、學校幸福感與生涯自我效能之相關研究

高中職工業類群女學生性別內隱認知、學校幸福感與生涯自我效能之相關研究摘要傳統性別刻板印象讓人們相信男生適合念理工科系，女生適合念人文藝術科系，所以在學科領域上存在著極大的性別差異。選擇高中職工業類群的女學生是突破傳統性別意識型態的學習者，成為性別少數者的受教育經驗與性別內隱認知有別於傳統學科領域，也影響其學習幸福感受及生涯發展的信心程度。本研究旨在探討不同背景變項及性別內隱認知類型之高中職工業類群女學生在學校幸福感及生涯自我效能間的差異與關係。研究方法採用凱利詞錄方格測驗及問卷調查法，以臺南市國立高中職工業類群女學生為研究對象，施測樣本數681人，有效樣本數668人，有效問卷比率98.1%；研究工具包含「女性特質方格」、「學校幸福感量表」及「生涯決定自我效能預期量表」；施測所得方格資料先以EXCEL分類統計，再以SPSS20.0敘述統計、卡方檢定、單因子變異數分析及相關分析等方法進行處理。研究結果發現：一、在女學生所指認的女性人物中，以「親人」出現的次數最多，占26%，但就其「欣賞的」與「理想的」女性人物來說，則以「公眾人物」為主，尤其是演藝人員。二、女學生經常使用且列為重要性第一的女性特質形容詞，有「獨立的」、「活潑大方的」、「溫柔的」、「不做作的」、「女強人的」、「有能力的」、「負責的」、「理性的」等，可見他們眼中的女性必須剛柔並濟且展現出自我實現的態樣。三、性別內隱認知類型現況，以原初型分佈最多，占34.8%；而學校幸福感及生涯自我效能現況，均呈現中等程度。四、不同學科類群女學生在「統整性」性別內隱認知指標上有顯著差異，且機械群高於土木建築群；在學校幸福感上無顯著差異；在生涯自我效能上有顯著差異，且土木建築群高於機械群。五、不同年級在性別內隱認知指標上無顯著差異；在學校幸福感上有顯著差異，且一年級高於二、三年級；在生涯自我效能有顯著差異，且三年級高於二年級。六、不同性別內隱認知類型在學校幸福感及生涯自我效能上均無顯著差異。七、性別內隱認知指標之「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。八、性別內隱認知指標之「分化性」與生涯自我效能之「職業自我評量」呈現顯著正相關；「衝突率」與生涯自我效能之「生涯計畫」亦呈現顯著正相關。研究結果發現高中職工業類群女學生對於女性角色的多元認知能提高生涯自我效能，但影響師生關係及對教學的幸福感受，其內在衝突也較多。建議加強性別教育，提供多元女性典範，運用楷模學習建立信心，以減少角色衝突發生。關鍵字：性別刻板印象、學校幸福感、生涯自我效能

關鍵字

性別刻板印象；學校幸福感；生涯自我效能

並列摘要

A study on the relationships among gender implicit cognition, school well-being and career self-efficacy of the female engineering students in academic and vocational high school Abstract Traditional gender stereotypes make people believe that male are more suitable for science and engineering majors while female are more suitable for liberal arts majors. Therefore, there is a huge gender difference regarding major selection. Female high school students who choose science and engineering majors are learners who break up traditional gender stereotypes. Their education experiences of being gender minorities and implicit gender cognition are different from those female students who follow the traditional stereotypes. Their education experiences and gender implicit cognition may also influence their perceived happiness and confidence level in career development. 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 test and questionnaires to investigate on female public high school students who majored in science and engineering in Tainan Taiwan. The survey sample size was 681 and effective sample size was 668. The effective response rate was 98.1%. Research tools included “Gender Implicit Cognition Grid”, “School Well-being Scale” and “Career Self-efficacy Scale”. The grids data were first processed into classified statistics using EXCEL. Then, descriptive statistic methods, such as Chi-square test, one-way analysis of variance and correlation analysis were adapted to process the data with SPSS 20.0. The results were as following. First, among female characters listed for students to choose, they had pointed out “families” most frequently (26%). However, speaking of ideal female role models, students chose mostly celebrities, especially entertainers. Second, the most emphasized and frequently used characteristics of female were being “independent”, “lively and outgoing”, “gentle”, “unaffected”, “capable”, “responsible”, “rational” and “being an able woman”. From their opinions, the ideal female roles should have both strength and tenderness married together and display self-actualization. Third, gender implicit cognitive types were mostly prototype (34.8%). Their level of perceived happiness in school and career self-efficacy was above average. Fourth, 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. Five, 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. Sixth, regarding gender implicit cognition types, there was no significant difference among perceived happiness in school and career self-efficacy. Seventh, 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. Eighth, 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. Findings suggested that the acknowledgment of multiple female roles may promote career self-efficacy in female high school students major in science and engineering. However, the acknowledgment may affect teacher and student relationship and their perceived happiness. Students in this study also have more internal conflictions. Suggestions were made to emphasize gender education, provide multiple female role models and through role model learning to build confidence and decrease role conflictions. Key words：gender stereotype, school well-being, career self-efficacy