教育部推動「技職教育再造方案」,希望縮短學校教育與職場人才需求落差。然而,學生在實習過程所遇到的各項問題,將干擾實習成效的好壞,包括實習工作的因應、態度及理想與現實的衝擊等。本研究以中部兩間科技大學會計系、已修習過必修實習課程的172位學生為對象,由角色認同理論出發,參考實習學生角色內涵為發展架構,將角色認同分成「人際關係與溝通」、「職涯探索」、「權利義務」與「產業知識」四個面向,研究學生對實習生角色的接受程度,及其與實習困擾間的關聯性。經典型相關分析發現,學生對實習生角色認同的「人際關係與溝通」與「權利義務」透過典型變量顯著反向影響實習困擾。所以透過召開實習行前說明會及妥善運作實習輔導機制,讓學生更瞭解實習的意義與價值,以及實習生角色內涵與期望,將可能減少實習困擾發生的可能性進而提升實習成效。
The Ministry of Education actively promoted” Technical and Vocational Education and Reengineering Program”, and attempted to shorten the gap between the university education and personnel training needs. However, students in the internship process have kinds of problems, including internship coping, attitude and reality shock, those will interfere with the effects of the internship quality. In this study, survey data(N=172) were collected from two accounting departments of university which located at middle of Taiwan. Factor analysis was used to identify the major dimensions of role identity which named interpersonal relationship and communication, career exploring, rights and obligations and industrial knowledge. There were significant negative canonical relationships between the two factors of role identity and problems in internship.