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題名 不同社經地位國中學生的生涯限制信念與生涯統合狀態之研究
The junior high school students' career constraining beliefs and career identity status in different socioeconomic contexts作者 周穎琦
Chow, Ying-Chi貢獻者 詹志禹<br>鄭同僚
Chan, Chih-Yu<br>Cheng, Tung-Liao
周穎琦
Chow, Ying-Chi關鍵詞 生涯限制信念
生涯統合狀態
生涯輔導
主觀社經地位
客觀社經地位
學做工
career constraining beliefs
career identity status
career guidance
objective socioeconomic status
subjective socioeconomic status
Learning to labor日期 2024 上傳時間 1-Feb-2024 11:18:27 (UTC+8) 摘要 本研究旨在編製國中生的生涯限制信念量表與生涯統合狀態量表，並探究不同社經地位國中生的生涯限制信念樣貌，及其對生涯統合狀態的影響。首先，以臺灣北中南東四區共2,431位國中生進行量表施測。接續，透過LISREL驗證測量模式與結構模式。最後，針對問卷中的低社經學生與以低社經學生為對象之教育工作者，進行質性訪談。 量化結果發現：（1）自編量表具可接受之信效度; （2）客觀社經地位依序透過主觀社經地位與生涯限制信念，影響生涯統合狀態;（3）相較於客觀社經地位，主觀社經地位對生涯限制信念的影響較為明顯; （4）相較於國中女性，男性客觀社經地位對生涯限制信念的影響較為明顯; （5）國中男性的客觀社經地位與學區社經地位，對生涯限制信念具交互影響，但女性並無此現象; 質性結果發現：（1）受訪學生普遍認為勞工階級劣於中下階級 ; （2）受訪學生未明顯表現學做工或怕做工，反而是「怕作勞工」; （3）低社經父母所謂的讀書，並不等同於文憑; （4）生涯目標的確定、過去的成功經驗、在文憑之外另闢蹊徑，或有助於降低生涯限制信念;（5）透過從原點出走的生涯軌跡，提供低社經學生符合脈絡的輔導取徑。 研究貢獻如下：（1）證實臺灣國中學生具初步階級知覺; （2）將P. Willis <學做工>文中英國工人子弟的洞察與侷限，概念化為生涯限制信念; （3）編製具信效度的生涯限制信念量表與生涯統合狀態量表; （4）證實客觀社經地位對生涯限制信念的影響，需要放在性別與學區的脈絡下討論; （5）證實主觀社經地位與生涯限制信念為輔導低社經學生生涯統合狀態的關鍵。
This study aims to develop Career constraining belief scale and Career identity status scale, exploring the junior high school students’ career constraining beliefs in different socioeconomic contexts, so as to verify the effect of career constraining beliefs on career identity status. Initially, data were collected from 2,431 junior high school students from Taiwan’s 4 geographical regions. Subsequently, LISREL was employed to validate measurement and structural models. Finally, qualitative interviews were conducted with low SES students and educators focusing on such students. Quantitative findings reveal: (1) the scales exhibit acceptable reliability and validity; (2) objective SES influences career identity status through subjective SES and career constraining beliefs in sequence; (3) the influence of subjective SES on career constraining beliefs is greater than that of objective SES; (4) objective SES has a stronger impact on career constraining beliefs for males compared to females; (5) interaction effects exist between objective SES and school district SES on career constraining beliefs for males, but not for females. Qualitative findings indicate: (1) students perceive the lower-middle class as superior to the working class; (2) students do not 'learn to labor' or 'be afraid to labor', but rather fear becoming unskilled labors; (3) for low SES parents, studying hard doesn't equal obtaining a diploma; (4) the factors that help reduce career constraining beliefs; (5) the career guidance adapted to the context of low SES students. The research contributions are as follows: (1) Confirming the initial class perception among junior high school students in Taiwan; (2) Conceptualizing penetrations and limitations from P. Willis's "Learning to Labor" regarding working-class students in the UK into the concept of career constraining beliefs; (3) Developing career constraining beliefs and career identity status scales with demonstrated reliability and validity; (4) Confirming that the impact of objective socioeconomic status on career constraining beliefs needs to be discussed within the contexts of gender and school district; (5) Establishing that subjective socioeconomic status and career constraining beliefs are crucial factors in counseling low socioeconomic status students towards career identity status.參考文獻 中文部分 于若蓉（2009）。社會網絡與勞動市場表現：台灣資料的分析。台灣社會學期 刊，18，95-137。 王彥斌（2007）。社會心理測量中降低主觀性偏差的方法探索—一項關於組織認同的測量思路與量表設計及結果。社會，6（27），189-204。 中華民國內政部（2022年4月19日）。社會經濟統計地理資訊網。取自https://moisagis.moi.gov.tw/moiap/gis2010/Pro/Logged/MapPro/index.cfm?WORK=CUSTOM 田秀蘭（2001）。大專學生對生涯決定困難的知覺分析。教育心理學報，33（1），87-98。 行政院主計總處（2022年5月25日）。職業標準分類—第六次修訂（99年5月）。取自https://mobile.stat.gov.tw/StandardOccupationalClassification.aspx 余民寧（2006）。潛在變項模式：SIMPLIS的應用。臺北市：高等教育。 Lareau, A.（2015）。家庭優勢（李怡慧譯）。新北市: 群學。（原著出版於2000年） 李淑芬（2008）。高屏地區國小美術班學童職業偏好、職業性別刻板印象與職業價值觀之研究 [未出版之碩士論文]。國立屏東教育大學。 李敦仁、余民寧（2005）。社經地位、手足數目、家庭教育資源與教育成就結構關係模式之驗證：以TEPS 資料庫資料為例。臺灣教育社會學研究，5（2），1-48。 吳丹萍（2010）。相對所得位置與社會資本之關係 [未出版之碩士論文]。國立臺北大學。 吳明隆（2008）。結構方程模式SIMPLIS的應用。臺北市：五南。 吳雅慧（2015）。缺失處理方法運用在"不知道"問項之研究 ─以身心障礙學生之自我概念為例 [未出版之碩士論文]。國立臺北大學。 何嘉欣（2011）。國中生未來時間觀、學習資源的社會支持與學習動機、學業成就之研究 [未出版之碩士論文]。國立臺灣師範大學。 林宗弘（2013）。失落的年代：臺灣民眾階級認同與意識形態的變遷。人文及社會科學集刊，25（4），689-734。 林昱瑄（2007）。來自邊緣的雜音：來自青少女哪吒的性別認同形構。臺灣教育社會學研究，7（2），83-122。 林郡雯、張建成（2008）。不同階級國中生之文憑意象的探究。當代教育研究季刊，16（4），199-235。 邱皓政（2011）。結構方程模式（二版）：LISREL/ SIMPLIS原理與應用。臺北市：雙葉書廊。 洪莉竹（2007）。稻草變黃金–焦點解決諮商訓練手冊。臺北：張老師。 紀憲燕（2003）。生涯信念檢核表指導手冊（修訂版）。臺北：測驗出版社。 姜添輝（2005）。課程知識社會學。載於台灣教育社會學會（主編），教育社 會學（頁221-256）。臺北市：巨流。 馬信行（1997）。一九九Ｏ年人口普查中教育與職業資料之分析。國立政治大學學報，75，29-66。 陳佳惠（2017）。高職學生父母生涯支持、生涯成熟與生涯決定相關之研究 [未出版之碩士論文]。國立臺中教育大學。 孫清山、黃毅志（1995）。教育、收入與社會資源和階級取得過程之關連。載於林松齡、王振寰（主編），台灣社會學研究的回顧與前瞻（頁151-182）。台中市：東海大學社會系。 章英華（2021）。臺灣社會變遷基本調查計畫2012第六期第三次：社會階層組(C00223_1)【原始數據】取自中央研究院人文社會科學研究中心調查研究專題中心學術調查研究資料庫。https://doi.org/10.6141/TW-SRDA-C00223_1-2 教育部統計處（2022年5月7日a）。各級學校數¬¬–按縣市別分。取自 https://depart.moe.edu.tw/ED4500/cp.aspx?n=1AC243AF6EF5E5DD&s=EDC4A4E717ED32CF 教育部統計處（2022年5月7日b）。國民中學校別資料。取自 https://depart.moe.edu.tw/ed4500/News_Content.aspx?n=5A930C32CC6C3818&sms=91B3AAE8C6388B96&s=8AF80DB14ADF7370 國家教育研究院（2023年9月30日）。教育部國語辭典簡編本第三版。取自https://dict.concised.moe.edu.tw/dictView.jsp?ID=4418&la=0&powerMode=0 Jong, P. 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國立政治大學
教育學系
107152502資料來源 http://thesis.lib.nccu.edu.tw/record/#G0107152502 資料類型 thesis dc.contributor.advisor 詹志禹<br>鄭同僚 zh_TW dc.contributor.advisor Chan, Chih-Yu<br>Cheng, Tung-Liao en_US dc.contributor.author (Authors) 周穎琦 zh_TW dc.contributor.author (Authors) Chow, Ying-Chi en_US dc.creator (作者) 周穎琦 zh_TW dc.creator (作者) Chow, Ying-Chi en_US dc.date (日期) 2024 en_US dc.date.accessioned 1-Feb-2024 11:18:27 (UTC+8) - dc.date.available 1-Feb-2024 11:18:27 (UTC+8) - dc.date.issued (上傳時間) 1-Feb-2024 11:18:27 (UTC+8) - dc.identifier (Other Identifiers) G0107152502 en_US dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/149564 - dc.description (描述) 博士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 教育學系 zh_TW dc.description (描述) 107152502 zh_TW dc.description.abstract (摘要) 本研究旨在編製國中生的生涯限制信念量表與生涯統合狀態量表，並探究不同社經地位國中生的生涯限制信念樣貌，及其對生涯統合狀態的影響。首先，以臺灣北中南東四區共2,431位國中生進行量表施測。接續，透過LISREL驗證測量模式與結構模式。最後，針對問卷中的低社經學生與以低社經學生為對象之教育工作者，進行質性訪談。 量化結果發現：（1）自編量表具可接受之信效度; （2）客觀社經地位依序透過主觀社經地位與生涯限制信念，影響生涯統合狀態;（3）相較於客觀社經地位，主觀社經地位對生涯限制信念的影響較為明顯; （4）相較於國中女性，男性客觀社經地位對生涯限制信念的影響較為明顯; （5）國中男性的客觀社經地位與學區社經地位，對生涯限制信念具交互影響，但女性並無此現象; 質性結果發現：（1）受訪學生普遍認為勞工階級劣於中下階級 ; （2）受訪學生未明顯表現學做工或怕做工，反而是「怕作勞工」; （3）低社經父母所謂的讀書，並不等同於文憑; （4）生涯目標的確定、過去的成功經驗、在文憑之外另闢蹊徑，或有助於降低生涯限制信念;（5）透過從原點出走的生涯軌跡，提供低社經學生符合脈絡的輔導取徑。 研究貢獻如下：（1）證實臺灣國中學生具初步階級知覺; （2）將P. Willis <學做工>文中英國工人子弟的洞察與侷限，概念化為生涯限制信念; （3）編製具信效度的生涯限制信念量表與生涯統合狀態量表; （4）證實客觀社經地位對生涯限制信念的影響，需要放在性別與學區的脈絡下討論; （5）證實主觀社經地位與生涯限制信念為輔導低社經學生生涯統合狀態的關鍵。 zh_TW dc.description.abstract (摘要) This study aims to develop Career constraining belief scale and Career identity status scale, exploring the junior high school students’ career constraining beliefs in different socioeconomic contexts, so as to verify the effect of career constraining beliefs on career identity status. Initially, data were collected from 2,431 junior high school students from Taiwan’s 4 geographical regions. Subsequently, LISREL was employed to validate measurement and structural models. Finally, qualitative interviews were conducted with low SES students and educators focusing on such students. Quantitative findings reveal: (1) the scales exhibit acceptable reliability and validity; (2) objective SES influences career identity status through subjective SES and career constraining beliefs in sequence; (3) the influence of subjective SES on career constraining beliefs is greater than that of objective SES; (4) objective SES has a stronger impact on career constraining beliefs for males compared to females; (5) interaction effects exist between objective SES and school district SES on career constraining beliefs for males, but not for females. Qualitative findings indicate: (1) students perceive the lower-middle class as superior to the working class; (2) students do not 'learn to labor' or 'be afraid to labor', but rather fear becoming unskilled labors; (3) for low SES parents, studying hard doesn't equal obtaining a diploma; (4) the factors that help reduce career constraining beliefs; (5) the career guidance adapted to the context of low SES students. The research contributions are as follows: (1) Confirming the initial class perception among junior high school students in Taiwan; (2) Conceptualizing penetrations and limitations from P. Willis's "Learning to Labor" regarding working-class students in the UK into the concept of career constraining beliefs; (3) Developing career constraining beliefs and career identity status scales with demonstrated reliability and validity; (4) Confirming that the impact of objective socioeconomic status on career constraining beliefs needs to be discussed within the contexts of gender and school district; (5) Establishing that subjective socioeconomic status and career constraining beliefs are crucial factors in counseling low socioeconomic status students towards career identity status. en_US dc.description.tableofcontents 第一章 緒論 1 第一節 研究動機與目的 1 第二節 研究問題 5 第三節 名詞釋義 6 第二章 文獻探討 9 第一節 生涯限制信念之相關理論 9 第二節 生涯統合狀態之相關理論 26 第三節 生涯限制信念與生涯統合之相關研究與假設推導 32 第三章 研究方法 41 第一節 研究設計與流程 41 第二節 研究架構 41 第三節 研究假設 42 第四節 研究對象 48 第五節 研究工具 51 第六節 資料處理 73 第四章 研究結果 81 第一節 國中生個人社經地位之現況分析 81 第二節 量表的試題分析 86 第三節 量表的測量模式分析 91 第四節 量表的內部結構驗證 99 第五節 結構模式分析 104 第六節 性別的調節作用對生涯限制信念之影響 127 第七節 性別與年級對研究變項的差異性分析 133 第八節 學生受訪資料的質性分析 139 第九節 教師受訪資料的質性分析 157 第五章 結論、討論與建議 181 第一節 結論 181 第二節 討論 188 第三節 建議 198 參考文獻 207 一、中文部分 207 二、英文部分 212 附錄 229 一、本研究之施測問卷 229 二、測量模式樣本A之相關係數矩陣表 236 三、測量模式樣本B之相關係數矩陣表 238 四、結構模式之相關係數矩陣表 240 五、男性結構模式之相關係數矩陣表 241 六、女性結構模式之相關係數矩陣表 241 七、生涯限制信念與生涯統合狀態之原始分數與百分等級對照表 242 八、受訪學生之家長知情同意書 243 zh_TW dc.format.extent 17281907 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0107152502 en_US dc.subject (關鍵詞) 生涯限制信念 zh_TW dc.subject (關鍵詞) 生涯統合狀態 zh_TW dc.subject (關鍵詞) 生涯輔導 zh_TW dc.subject (關鍵詞) 主觀社經地位 zh_TW dc.subject (關鍵詞) 客觀社經地位 zh_TW dc.subject (關鍵詞) 學做工 zh_TW dc.subject (關鍵詞) career constraining beliefs en_US dc.subject (關鍵詞) career identity status en_US dc.subject (關鍵詞) career guidance en_US dc.subject (關鍵詞) objective socioeconomic status en_US dc.subject (關鍵詞) subjective socioeconomic status en_US dc.subject (關鍵詞) Learning to labor en_US dc.title (題名) 不同社經地位國中學生的生涯限制信念與生涯統合狀態之研究 zh_TW dc.title (題名) The junior high school students' career constraining beliefs and career identity status in different socioeconomic contexts en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) 中文部分 于若蓉（2009）。社會網絡與勞動市場表現：台灣資料的分析。台灣社會學期 刊，18，95-137。 王彥斌（2007）。社會心理測量中降低主觀性偏差的方法探索—一項關於組織認同的測量思路與量表設計及結果。社會，6（27），189-204。 中華民國內政部（2022年4月19日）。社會經濟統計地理資訊網。取自https://moisagis.moi.gov.tw/moiap/gis2010/Pro/Logged/MapPro/index.cfm?WORK=CUSTOM 田秀蘭（2001）。大專學生對生涯決定困難的知覺分析。教育心理學報，33（1），87-98。 行政院主計總處（2022年5月25日）。職業標準分類—第六次修訂（99年5月）。取自https://mobile.stat.gov.tw/StandardOccupationalClassification.aspx 余民寧（2006）。潛在變項模式：SIMPLIS的應用。臺北市：高等教育。 Lareau, A.（2015）。家庭優勢（李怡慧譯）。新北市: 群學。（原著出版於2000年） 李淑芬（2008）。高屏地區國小美術班學童職業偏好、職業性別刻板印象與職業價值觀之研究 [未出版之碩士論文]。國立屏東教育大學。 李敦仁、余民寧（2005）。社經地位、手足數目、家庭教育資源與教育成就結構關係模式之驗證：以TEPS 資料庫資料為例。臺灣教育社會學研究，5（2），1-48。 吳丹萍（2010）。相對所得位置與社會資本之關係 [未出版之碩士論文]。國立臺北大學。 吳明隆（2008）。結構方程模式SIMPLIS的應用。臺北市：五南。 吳雅慧（2015）。缺失處理方法運用在"不知道"問項之研究 ─以身心障礙學生之自我概念為例 [未出版之碩士論文]。國立臺北大學。 何嘉欣（2011）。國中生未來時間觀、學習資源的社會支持與學習動機、學業成就之研究 [未出版之碩士論文]。國立臺灣師範大學。 林宗弘（2013）。失落的年代：臺灣民眾階級認同與意識形態的變遷。人文及社會科學集刊，25（4），689-734。 林昱瑄（2007）。來自邊緣的雜音：來自青少女哪吒的性別認同形構。臺灣教育社會學研究，7（2），83-122。 林郡雯、張建成（2008）。不同階級國中生之文憑意象的探究。當代教育研究季刊，16（4），199-235。 邱皓政（2011）。結構方程模式（二版）：LISREL/ SIMPLIS原理與應用。臺北市：雙葉書廊。 洪莉竹（2007）。稻草變黃金–焦點解決諮商訓練手冊。臺北：張老師。 紀憲燕（2003）。生涯信念檢核表指導手冊（修訂版）。臺北：測驗出版社。 姜添輝（2005）。課程知識社會學。載於台灣教育社會學會（主編），教育社 會學（頁221-256）。臺北市：巨流。 馬信行（1997）。一九九Ｏ年人口普查中教育與職業資料之分析。國立政治大學學報，75，29-66。 陳佳惠（2017）。高職學生父母生涯支持、生涯成熟與生涯決定相關之研究 [未出版之碩士論文]。國立臺中教育大學。 孫清山、黃毅志（1995）。教育、收入與社會資源和階級取得過程之關連。載於林松齡、王振寰（主編），台灣社會學研究的回顧與前瞻（頁151-182）。台中市：東海大學社會系。 章英華（2021）。臺灣社會變遷基本調查計畫2012第六期第三次：社會階層組(C00223_1)【原始數據】取自中央研究院人文社會科學研究中心調查研究專題中心學術調查研究資料庫。https://doi.org/10.6141/TW-SRDA-C00223_1-2 教育部統計處（2022年5月7日a）。各級學校數¬¬–按縣市別分。取自 https://depart.moe.edu.tw/ED4500/cp.aspx?n=1AC243AF6EF5E5DD&s=EDC4A4E717ED32CF 教育部統計處（2022年5月7日b）。國民中學校別資料。取自 https://depart.moe.edu.tw/ed4500/News_Content.aspx?n=5A930C32CC6C3818&sms=91B3AAE8C6388B96&s=8AF80DB14ADF7370 國家教育研究院（2023年9月30日）。教育部國語辭典簡編本第三版。取自https://dict.concised.moe.edu.tw/dictView.jsp?ID=4418&la=0&powerMode=0 Jong, P. 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