大四生生涯自我效能、生涯阻隔因素及其因應策略研究 ─以待業率高之科系為例

Career Self-Efficacy,Career Barrier and Coping Strategies for College Senior Students.

盧宣利(Hsuan-Li Lu)

指導教授 ： 洪素珍

淡江大學/教育學院/教育心理與諮商研究所碩士班/碩士(2009年)

https://doi.org/10.6846/TKU.2009.01013

摘要

論文提要內容： 在失業率的高氛圍中，聚焦於大四生的生涯抉擇情境是值得關切的議題。本研究主要在於探討大四生的生涯自我效能、生涯阻隔因素與因應策略之關係。以349位法律、教育系大四生為研究對象。研究工具包括生涯自我效能量表、生涯發展阻隔因素量表，以及生涯抉擇壓力因應量表。研究資料經由描述性統計、t檢定、皮爾森積差相關、逐步多元迴歸分析後，獲得研究結果如下： 一、大四生在生涯自我效能的呈現為中上的程度。 二、大四生遭遇的生涯阻隔因素以「猶豫行動」之阻隔較大。 三、大四生大多採用積極情緒焦點因應。 四、性別、科系、公私立學校別在生涯阻隔因素上有顯著差異。 五、公私立學校別在生涯自我效能、生涯阻隔因素與因應策略上均達顯著差異。 六、大四生的生涯自我效能與生涯阻隔因素的各層面有顯著負相關。 七、大四生的生涯自我效能與問題焦點因應有顯著相關。 八、大四生的生涯阻隔因素與「積極問題焦點因應」、「消極問題焦點因應」，分別呈現正、負相關。除此，當「特質表現」、「資訊探索」、「學習狀況」、「學習困擾」這四個層面的阻隔越大時,就愈少使用「積極情緒焦點因應」。且「學習狀況」、「學習困擾」與情緒焦點因應較有關聯性。 九、大四生的生涯自我效能、科系選擇、意志薄弱、學習狀況、資訊探索對「積極問題焦點因應」有顯著預測力；大四生的意志薄弱、特質表現、生涯自我效能、學習狀況、科系選擇對「消極問題焦點因應」有顯著預測力；大四生的學習困擾、特質表現、意志薄弱對「積極情緒焦點因應」有顯著預測力；大四生的學習困擾、科系選擇、特質表現對「消極情緒焦點因應」有顯著預測力。 根據以上研究結果，本研究進一步的討論，以供大四生生涯輔導應用上之建議與未來研究發展之參考。

關鍵字

大四生 ； 生涯自我效能 ； 生涯阻隔因素 ； 因應策略

並列摘要

Abstract:
In the atmosphere of high rate of unemployment, to focus on career choice of college senior students is the issue worthy to be concerned about.The main purpose of this study was to investigate career self-efficacy, career barrier and coping strategies among college senior students.This study conducts the survey among 349 law and educational college senior students as subjects.The instruments of this study include Career Self-Efficacy Scale,Career Barrier Scale and Coping Scale.
The data were analyzed by frequency distribution, t-test, Pearson product-moment correlation and stepwise regression analysis. The major findings were as follows:
1.Career Self-efficacy of college senior students was higher than the average.
2.The major career barriers college senior students encounter were hesitate action barriers.
3.The college senior students mostly adopted positive emotion-focused coping.
4.There were significant differences in career barriers between gender,departments and public/private schools.
5.There were significant differences in career self-efficacy, career barrier and coping strategies between different public/private schools.
6.There were significant negative correlations among career self-efficacy and career barriers.
7.There were significant correlations between career self- efficacy and problem-focused coping.
8.There were positive correlations between career barriers and “positive problem-focused coping” and there were negative correlations between career barriers and “negative problem-focused coping”. Besides,the bigger “characteristics expression barriers”, “information search barriers”, “information search barriers”, and “learning problem barriers” were, the less “positive emotion-focused coping” was used. And there were more relevance among “learning situation barriers”,“learning problem barriers” and emotion-focused coping.
9.Career self-efficacy, subject selection barriers, will weak barriers, learning situation barriers and information search barriers were significant predictors of “positive problem-focused coping”. Will weak barriers, characteristics expression barriers, career self-efficacy, learning situation barriers and subject selection barriers were significant predictors for “negative problem-focused coping”. Learning problem barriers, characteristics expression barriers and will weak barriers were significant predictors for “positive emotion-focused coping”. Learning problem barriers, subject selection barriers, and characteristics expression barriers were significant predictors for “negative emotion-focused coping”.

According to the results,implications for career counseling and future researchs were provided

並列關鍵字

college senior students ； career self-efficacy ； career barrier ； coping strategies

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