臺中市國中生知覺輔導室功能與使用經驗之研究

本研究旨在探討臺中市國中生知覺輔導室功能與使用狀況的現況與關係，以及不同變項的國中生對二者的知覺差異，並根據研究結果提出增加其知覺輔導室功能及增加其使用經驗上的建議。以自編之「國中生知覺輔導室功能與使用經驗調查問卷」為研究工具，正式問卷共寄出720份，回收675份，回收率為93.75%，去除填答不全等無效問卷42份，共計有效問卷633份，可用率93.78%。資料分析採用描述性統計、獨立樣本t考驗、單因子變異數分析、皮爾森積差相關等統計方法，並獲得以下發現：（一）臺中市國中生知覺輔導室功能之現況良好，其中以「輔導教師專業形象」與「輔導室提供之服務」層面表現較佳。（二）臺中市國中生輔導室使用經驗之現況良好，其中以「重要他人看法」及「使用輔導室資源的感受」層面表現較佳。（三）不同性別之國中生之知覺輔導室功能有顯著差異；不同性別之國中生之輔導室使用經驗則沒有顯著差異。（四）不同年級、不同學業表現及有無去過輔導室之國中生之知覺輔導室功能及輔導室使用經驗有顯著差異。（五）不同家庭狀況國中生之知覺輔導室功能及輔導室使用經驗皆無顯著差異。（六）臺中市國中生知覺輔導室功能與輔導室使用經驗為正相關。最後，依據研究結論，對學校輔導室、輔導教師與未來研究提出相關建議。

關鍵字

國中生；輔導室功能；輔導室使用經驗

並列摘要

The purpose of the study was to explore the relation of perceived function of counseling office and experiences of counseling services for Taichung junior high school students, and analyze the variable of different backgrounds and understand the relation between perceived function of counseling office and experiences of counseling services. A quantitative approach was used. The questionnaire” Perceived Function of Counseling Office and Experiences of Counseling Services” was designed by the author for the purpose of the present study. The questionnaires were passed out to 720 junior high school students, and six hundred and thirty-three effective sample questionnaires were returned .The return rate was 87.92%.The data was analyzed by descriptive statistics, t-test, one way ANOVA, and Pearson’s correlation. The findings were: 1. The current situation of junior high school students in Taichung City had good perceiving function of counseling office, in which the “professional images of counseling teachers” and “counseling service” dimensions had better performance. 2. The current situation of junior high school students in Taichung City had good experiences of counseling services, in which the “significant others” and “the feel of using counseling services” dimensions had better performance. 3. Students’ gender was significant differences in perceiving function of counseling office, but was un-significant differences in experiences of counseling services. 4. Students’ grades, studying performance and ever been to counseling office were significant differences in perceiving function of counseling office and experiences of counseling services. 5. Students’ family types was un-significant differences in perceiving function of counseling office and experiences of counseling services. 6. There was significant positive correlation between perceiving function of counseling office and experiences of counseling services.