高職餐飲科學生流行文化、自我認同與符號消費之研究

A Study of Popular Culture, Self-Identity and Symbolic Consumption of the Students at Food and Beverage Management Department in Vocational High School

蔡展蘋(Chan-Pin Tsai)

指導教授 ： 杜宜展

國立高雄餐旅大學/餐旅學院/餐旅教育研究所/碩士(2014年)

https://doi.org/10.6825/NKUHT.2014.00017

摘要

本研究旨在探討高職餐飲科學生流行文化、自我認同與符號消費行為之關係，主要研究目的為:1.了解高職餐飲科學生流行文化、自我認同及符號消費之現況；2.探討不同背景變項的高職餐飲科學生在流行文化、自我認同與符號消費的差異情形；3.分析高職餐飲科學生流行文化、自我認同與符號消費之相關性；4.分析高職餐飲科學生流行文化、自我認同對符號消費之預測效果；5.根據研究結果提出對家庭、學校及未來研究上之建議。
本研究採取文獻分析及問卷調查法，並以｢流行文化、自我認同與符號消費問卷｣為研究工具。研究對象為102學年中、南部高中職餐飲管理科學生。共計發出800份問卷，有效樣本為409份問卷，將所得資料蒐集以描述性統計、獨立樣本t 檢定、單因子變異數、皮爾森積差相關及多元迴歸分析進行資料處理。
資料分析結果發現:1.高職餐飲科學生流行文化、自我認同與符號消費之現況皆屬於中等程度。2.性別、年級、家庭月收入、零用金與流行文化有顯著差異。3.家庭月收入、零用金與自我認同有顯著差異。4.性別、家庭月收入、零用金與符號消費有顯著差異。5.高職餐飲科學生的流行文化、自我認同與符號消費有顯著相關。6.高職餐飲科學生的流行文化與自我認同能有效預測符號消費。
根據研究結論，本研究提出對於學生、家長、教師與後續研究之建議:1.加強正向自我認同、了解自我需求。2.善用零用金、進行必要之消費。3.從小培養正確價值觀、避免金錢主義。4.正視學生文化、認同及消費現況，適時介入關懷輔導。5.接納學生文化價值，建立良好師生關係，並協助學生提
升自我認同。6.了解符號意義，適時融入相關課程，培養學生正向的消費價值觀。

關鍵字

流行文化 ； 自我認同 ； 符號消費

並列摘要

The main purpose of this study is to explore what the relationship among popular culture, self-identity and symbolic consumption of the students at Food and Beverage Management Department in vocational high schools. This study was to explore: 1. The situation of subjects students’ popular culture, self-identity and symbolic consumption. 2. The differences of various background variables in popular culture, self-identity and symbolic consumption. 3. The relationships among popular culture, self-identity and symbolic consumption. 4. Popular culture, self-identity predicts symbolic consumption. 5. According to the results, suggestions for students, family and teacher were proposed.
This research uses the document analysis and survey method with a questionnaire to be the research method, and adopts the “popular culture, self-identity, and symbolic consumption scale” as the research tool. The subjects are the students who study in the Food and Beverage Department in vocational higher schools of southern and central section from Taiwan. 800 copies of the questionnaire are delivered, effective samples are 409 copies. Gather all of the data to conduct data processing with t-Test, Pearson’s product-moment correlation, Multiple Regression Analysis, and one-way ANOVA.
The result of this study is as follows: 1. The status of the popular culture,
self-identity and symbolic consumption belong to moderate among the students in the Food and Beverage. 2. Gender, grade, Household income and pocket money make popular culture significantly different. 3. Household income and pocket money make self-identity significantly different. 4. Gender, Household income and pocket money make symbol consumption significantly different. 5. The popular culture and self-identity are significantly related to symbol consumption. 6. The popular culture and self-identity can predict symbol consumption effectively.
According to the result of research, the researcher provides several suggestions to students, parents, teachers, and follow-up researches. 1. Strengthen positive self-identity and realize self-requirement. 2. Take good use of pocket money and doing necessary consumption. 3. Cultivate correct values from childhood and avoid the money worship. 4. Face the students’ culture, identification, and status of consumption, and step-in appropriately to care for students and give them advice. 5. Accept the values of students’ culture, establish the great relation between students and teachers, and assist students to enhance self-identity. 6. Understand the meaning of symbol, integrate related course properly, and cultivate students’ positive values of consumption.

並列關鍵字

Popular culture ； Self-identity ； Symbolic consumption

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