許自己一個未來--高職復學生求學生涯發展歷程之敘事研究

A Promising Future: A Narrative Research on the Experience of Reinstated Vocational Students

周玉連(Yu-Lien Chou)

指導教授 ： 鄔佩麗

國立臺灣師範大學/教育學院/教育心理與輔導學系在職進修碩士班/碩士(2010年)

摘要

本研究目的在探討高職復學生求學生涯的發展歷程，各發展階段中看待自己和自身境況的觀點、態度與感覺—即高職復學生的自我觀，以及高職復學生的求學重要主題經驗與自我觀的演變對其生涯發展的影響。
本研究奠基於敘說故事為其生命賦予意義的觀點，透過立意取樣以及半結構式訪談蒐集資料。受訪者共有六位，四位女性，二位男性，在高職階段均有一次的中輟經驗，中輟期間約七到十個月。中輟期間進入職場工作約六到九個月，工作型態主要是便利商店、火鍋店、停車場、日式海產舖的工讀生，以及護膚美容、劇團表演的專業工作者。復學期間長達一年到三年，一位拿到畢業證書，五位拿到修業證書；五位繼續升學，一位就業。受訪者在高三畢業前後二星期接受訪談，年齡在19歲至20歲之間。
本研究透過敘事研究的整體-內容及整體-形式分析，呈現其中、小學成長背景，歷經高職休學中輟、投入工作、復學成長並完成高職學業的經驗與歷程；再藉由敘事研究的詮釋互動論，進行跨個案綜合分析，從其求學生涯發展歷程各階段之影響因素，自我觀的演變，以及生涯發展歷程等，透過研究者的詮釋，來理解高職復學生這段休學中輟、工作、復學、完成學業有關之故事的經驗內涵及其相關因素。
依據資料分析結果，本研究將高職復學生的求學生涯發展歷程歸納為四個主要階段，其生涯重要主題包括：（1）兒童時期是優等生；（2）青少年前期是逐步變調，（3）青少年後期則從中輟離校→投入工作→復學成長；（4）成年前期則是定向實踐。換句話說，受訪者的求學生涯是從青少年前期國中階段開始逐步變化，在進入高職期間，中途輟學離開學校，轉入職場投入工作，出現轉機成長，而後復學完成學業，最後順利轉銜進入成年前期實踐理想。對應於各階段求學生涯發展歷程，高職復學生自我觀的演變，則從學業優良、快樂幸福→尋求獨立、愛玩叛逆→角色混淆、自我否定→自我接納、自我肯定→關心未來、正向改變→期許未來、自信不悔。
本研究之高職復學生其求學生涯發展歷程之重要主題經驗與自我觀的演變對其生涯發展的影響，嘗試分析歸納為五階段：（1）懵懂成長，（2）隱晦不明，（3）嘗試受阻，（4）探索過渡，以及（5）穩定明朗。
最後，本研究依據研究結果提出結論，並對學校與教育行政單位、實務工作者、高職復學生，以及未來相關研究提出具體建議。

關鍵字

高職復學生 ； 生涯發展 ； 敘事研究 ； 中輟 ； 自我觀

並列摘要

This research aims to explore the experience and development of the reinstated vocational students’ school life, self evaluation, attitude and feelings—their self-concepts, and the influences brought forth from the students’ crucial thematic experiences and self-concepts as well.
This research is based on the stance of “narration gives meaning to life,” and the author adopts the purposive sampling and semi-structured interview to collect data from six interviewees—four females and two males. All interviewees dropped out once during their vocational school years, and the duration lasted from seven to ten months. During the dropout period, they worked for six to nine months in convenience stores, hot-pot restaurants, parking lots, Japanese seafood restaurants, spas, and theatres. They returned to school to finish their study for the following one to three years. Among them, one was awarded diploma, and the rest received certificates of completion. Five interviewees chose to proceed to advanced study, and one chose to work. All of them were interviewed two weeks either before or after their graduation. The interviewees’ ages range from 19 to 20 years old.
Holistic-content and holistic-form analyses of narrative research are adopted in this research to represent the interviewees’ primary and junior high school experiences, and to reveal the experience and journey from dropout, work, school reinstatement and study completion. In addition, the interactive interactionism of narrative research is adopted to comprehensively analyze different interviewees. The researcher interprets all the influential factors to the procedures of study, developments of self-concepts and development in career in order to better know the experiences and pertinent factors to all these conditions.
According to the results from this research, the development procedure of the reinstated vocational students is divided and classified into four phases: (1) Outstanding academic performance in childhood, (2) Strayed in early adolescence, (3) Dropping out of school to taking a job to reinstating in school, and (4) Stabilized in early adulthood. In other words, the interviewees’ school life altered from the early stage of adolescence; the turning point revealed after they dropped out of vocational school and worked. Reinstating in school and completing education stabilized the early adulthood.
Compared the development of each phase, the change in the self-concept of the reinstated vocational students is as follows: (1) outstanding in academic performance, (2) rebellious and playful, (3) confused in roles and self-denial, (4) self accepting and recognizing, (5) future oriented and positive, (6) anticipating future days.
The research that focuses on the influences brought forth from the students’ crucial thematic experiences and self-concepts on the experience and development of the reinstated vocational students has inducted the students’ journey to five stages: (1) Ignorance but growth, (2) Dawn but obscuration, (3) Attempt and interruption, (4) Over exploration, (5) Stabile and clear.
Finally, following the research results suggestions will be made as reference for the real life situation and for future related studies.

並列關鍵字

reinstated vocational student ； career development ； narrative research ； dropout ； self-concept

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