高中職階段身心障礙青年生涯自我概念之研究

A Study of Career Self-Concept for Youth with Disabilities in/after Senior High School

林宏熾(Hung-Chih Lin) ； 林巾凱(Chin-Kai Lin)

《特殊教育學報》 17期 (2003/09) Pp. 63-94

https://doi.org/10.6768/JSE.200309.0063

摘要

本研究旨在探討高中職階段高三學生與畢業一年之身心障礙青年生涯自我概念狀況，並進而分析身心障礙青年生涯自我概念之相關因素與預測力，以做為我國有關單位及研究人員規劃未來特殊教育、社會福利政策，及提昇身心障礙者轉銜服務與生活品質之參考。本研究對象為202位經分層抽樣15所特殊學校及47所高中職特殊教育班之高三在學學生與離校一年的身心障礙青年。研究調查就全省北、中、南三個區域於相關各校分別實施。本研究之工具為自編之「身心障礙青年生涯自我概念量表」。所得資料經次數分配、因素分析、信效度考驗、單因子變異數分析、相關檢定、t考驗、逐步迴歸分析等統計分析發現研究結果如下：(一)因素分析結果發現，生涯自我概念包括五項因素分別為：生涯價值、生涯能力、生涯抱負、生涯興趣、生涯認識。(二)就現況而言，國內高中職身心障礙者之生涯自我概念平均具有正向與清晰的傾向。(三)就差異情形而言，在個人與家庭因素方面，離校已否、障礙程度與就業經驗等三項，對於生涯自我概念之構念因素有部份達顯著差異。在學校及社區因素方面，課程實施、個別化轉銜計畫運作與居住區域等三項，對於生涯自我概念之構念因素有部份達顯著差異，其他各因素均沒有達顯著差異。(四)就生涯自我概念之預測力而言，生涯價值、生涯能力、生涯抱負、生涯興趣、生涯認識，及整體生涯自我概念，分別有個人、家庭、學校、社區等因素之十幾個變項，各具有不同顯著性的預測力。本研究最後並針對研究結果，提出對身心障礙學生生涯自我概念及進一步研究之相關建議。

關鍵字

身心障礙 ； 青年 ； 生涯自我概念 ； 特殊教育學校班 ； 高中職

並列摘要

This research examined the current conditions and factors concerning and affecting career self-concept for special-education students in or after senior high school. A survey on career self-concept and transition services with 202 high-school youth with disabilities was conducted by two sets of well-developed Career Self-concept Scale for Youth with Disabilities through stratifiedly sampling. Reliability and validity tests validated the Career Self-concept Scale for Youth with Disabilities are reliable. Data were then analyzed through frequency, factor analysis, t test, ANOVA, and stepwise regression. The exploratory factor analysis empirically showed a five-factor model of career self-concept for students with disabilities. The five factors of career self-concept included career value, career competence, career aspiration, career interest, and career knowledge. Stepwise multiple regression revealed that the variables of leaving school or not, employment experiences, and severity of disabilities, school programs, ITP, and living community were significantly correlated with their career self-concepts. The findings and results of this study differed from those of previous career self-concept studies conducted, particularly by establishing an empirically supported pattern of career self-concept constructs for high school students with disabilities in Taiwan. Recommendations are offered concerning the implications of these findings for career self-concept, and future research.

並列關鍵字

youth with disabilities ； career self-concept ； high-school students ； special education

參考文獻

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