終身學習動機及家庭支持程度對中年婦女生涯轉換的影響

本研究旨在探討終身學習動機及家庭支持程度對中年婦女生涯轉換的影響。本研究以40 ~ 64歲有終身學習經驗的中年婦女為研究對象，並採立意抽樣的方式進行問卷調查法，排除無效及反應心向填答的問卷後，收集到有效問卷308份。以二因子變異數進行交互作用分析及多元迴歸分析法，將所得之資料進行分析與討論。研究結果整理歸納如下 : 一、中年婦女在生涯歷程中，職場表現評價較佳、積極充實自我的程度較高的婦女，在「全量表」、「個人對生涯轉換的認知與行為」、「藉由生涯轉換提升自我效能」及「對生涯轉換結果的期待與擔憂」等面向上的表現均優於較差者。二、在「藉由生涯轉換提升自我效能」的知覺上，自由業的中年婦女優於軍公教及服務業。終身學習動機程度較強的婦女其知覺程度也相對較高。三、終身學習動機高低程度對於中年婦女在「全量表」、「個人對生涯轉換的認知與行為」、「藉由生涯轉換提升自我效能」及「對生涯轉換結果的期待與擔憂」等面向上都是終身學習動機高者表現較佳。四、在希望藉由參與終身學習以獲得專業形象的提高、實現自我理想，培養多元能力的動機上，個人經濟收入每月50000元以上的婦女高於收入較差者。婚姻滿意程度較高的婦女者優於較差者。「大專」程度的婦女在優於「高中(職)」者。五、不同生涯歷程與婚姻對於中年婦女在終身學習動機的影響有交互作用存在。單身且生涯歷程程度較高的婦女在各面向均高於生涯歷程中、低者，但已婚婦女卻無差異；就生涯歷程而言中、低兩組則均是已婚者高於未婚者，生涯歷程高者則無差異。六、不同生涯歷程對於中年婦女在終身學習動機的影響有交互作用存在。生育3 位以上子女且生涯歷程程度較高的婦女，在參與終身學習整體動機及參與學習的難處知覺程度高於生涯歷程程度中等者，生涯歷程低者則無差異。生涯歷程程度高、中、低的婦女均是有生育子女者較高，沒有生育子女者則無差異。七、不同生涯歷程與子女狀況、職業、在參與終身學習的難處有交互作用存在。最小子女就讀幼稚園或從事軍公教且生涯歷程程度較高的婦女，在參與終身學習的難處知覺高於生涯歷程中、低者，其他則無差異。八、不同生涯歷程與家庭居住型態、家庭支持對於中年婦女在希望藉由參與終身學習以獲得專業形象的提高、實現自我理想，培養多元能力的動機上有交互作用存在。三代同堂且生涯歷程程度中等的婦女優於生涯歷程程度者，生涯歷程程度高者則無差異。生涯歷程程度中等且家庭支持程度較高者優於家庭支持中、低者；家庭支持程度低且生涯歷程程度高者高於生涯歷程程度中、低者，其他則無差異。九、在希望藉由參與終身學習以獲得專業形象的提高、實現自我理想，培養多元能力等參與終身學習目的動機的提升，對中年婦女在生涯轉換的解釋力為 29%。其他如家庭情境因素、生涯歷程、婚姻滿意度及家庭支持對中年婦女生涯轉換則無影響力。綜合上述結果可知，在中年婦女生涯轉換的影響因素中，終身學習動機對生涯轉換的具有調節的效果。

關鍵字

生涯轉換；終身學習動機；家庭支持

並列摘要

ABSTRACT The purpose of the study was to discuss the influence of the life-long learning and family support toward the middle-aged female. A purposive sampling design was adopted to collect the data. The subjects were middle-aged female (40-64 years old) with life-long learning experience. Excluded invalid and response set, 308 valid questionnaires were collected. The collected data was analyzed and discussed by using two-way ANOVA interaction effect and Multiple Regression Analysis. The inductive results were as followed. 1. When middle-aged women having better working performance and improving themselves actively pursue career development, they are better than others in the aspects of “full scale”, “personal cognition and behavior toward career transition”, “improving self-efficiency through career transition”, and “the expectation and concern to the result of the career transition.” 2. To the awareness of “improving self-efficiency through career transition”, self-employed middle-aged female are better than those working as government employees and working in the service industry. The female with higher levels of life-long learning motivation have better sense of this awareness. 3. The female with higher life-long learning motivation have better performance on the following aspects: full scale, personal cognition and behavior toward career transition, improving self-efficiency through career transition, and the expectation and concern to the result of the career transition. 4. When middle-aged female want to increase higher professional impression, fulfill personal dream, and cultivate multi-talented through participating life-long learning, the following types of female have better motivation: income with more than 50 thousand dollars, higher marriage satisfaction, higher education degree (university degree is better than high school degree). 5. Different career development and marriage have interaction effects on the life-long learning motivation of middle-aged female. Single female with higher career development have better performance on every aspect. Married women, however, have no difference. When it comes to the middle and low levels of the career development, married female have better performance than single female. Those with higher level career development have no difference. 6. Middle-aged female with different career development have interaction effects with their life-long learning motivation. The female with more than three children and with higher levels of career development have better life-long learning motivation and willing to challenge learning difficulties than those with middle levels of life-long learning motivation. The female with lower levels of life-learning motivation, however, have no difference. The female with more than three children and higher levels of career development have better life-long learning motivation than every level of the career development. The female with no children have no difference. 7. Different career development has interaction effects with children status, career, the difficulties of participating life-long learning. The female with the children studying in kindergarten or serving as the government employees and having higher career development have better awareness on the difficulties of life-long learning. 8. Different career development has the interaction effects with their family structure, family support on the participating life-long learning in order to improve professional impression, fulfill future dream, cultivate multi-ability. Extended family and middle levels career development are better than those lower level career development. Higher level career development has no difference. Middle level career development and higher-level family support are better than middle and low family support. Low family support with higher career development is better than middle and low levels of career development. 9. In order to increase life-long learning motivation such as obtaining professional impression, self-dream realization, multi-ability cultivation via participating life-long learning, those factors account for 29 percent to the middle-aged women’s career transition. The other factors such as family background, career development, marriage satisfaction, and family support have no influence to the career transition of the middle-aged female. Based on the above results, when it comes to the factors influencing middle-aged female’s career transition, different levels of life-long learning motivation will have various influence on their career transition.