本研究旨在瞭解屏東縣國中學生之生涯發展教育課程實施現況。首先探討生涯發展教育相關理論與文獻,採問卷調查法,選取屏東縣各國中八年級學生為研究對象,共760人,透過研究者所編的「屏東縣國中學生之生涯發展教育課程的課程實施認知、學習態度與學習成效調查表」為研究工具,並佐以SPSS14.0進行描述性統計、t檢定、單因子變異數及多元迴歸路徑分析等統計方法處理,獲得研究結論如下:(一)屏東縣國中學生認為生涯發展教育課程實施完整且多元;(二)屏東縣國中學生對生涯發展教育課程持正向的學習態度;(三)屏東縣國中學生認為生涯發展教育課程之學習成效良好;(四)不同每週上課時數之屏東縣國中學生之生涯發展教育的課程實施認知有顯著差異;(五)不同學業成績、不同每週上課時數之屏東縣國中學生之生涯發展教育課程的學習態度有顯著差異;(六)不同學校所在地、不同學業成績、不同每週上課時數之屏東縣國中學生之生涯發展教育的學習成效有顯著差異;(七)屏東縣國中學生認為生涯發展教育課程之課程實施認知會直接影響學習成效,且亦透過學習態度產生間接影響。
This thesis focuses on “ Pintung junior high schools’ students’ perceptions, learning attitudes, and learning effects of career development education”. First of all, it discusses about related theories and document of Career Development Education. In the survey, 760 8th grade students from different junior high schools of Pintung are selected. Using self- created “Pintung junior high schools’ students’ perceptions, learning attitudes, and learning effects of career development education survey “ as one of the research tools, assisted with SPSS14.0 to proceed Descriptive Statistics, T-test, One- Way ANOVA and Multi-regression Analysis etc to establish the following conclusions. First, junior high students from Pintung think that the career development education are completed and versatile. Second, students have positive attitude toward the career development courses. Third, students think that the career development courses are effective. Fourth, differences are shown between students who has different career development courses hours per week. Fifth, differences are shown in students learning attitude from individuals. Sixth, differences are shown in learning result of students of different schools, academic performances, and class hours. Seventh, students think that the practice of career development courses will directly affect individual’s academic performances and indirectly influence learning attitudes.