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題名 生涯自主動機歷程與生涯定向、學習投入之模式驗證-以自我決定理論之觀點
The development model of autonomy motivation of career: self-determination theory perspective作者 薛凱方
Hsueh, Kai Fang貢獻者 詹志禹
薛凱方
Hsueh, Kai Fang關鍵詞 自我決定理論
父母支持
教師支持
基本需求
生涯自主動機
生涯定向
學習投入
self-determination theory
parental support
teacher support
basic needs
autonomy motivation of career
career decision
learning engagement日期 2010 上傳時間 5-Sep-2013 15:26:48 (UTC+8) 摘要 自我決定理論是個從環境脈絡、個體心理需求、動機型態來看待個體適應性行為的歷程理論。本研究之研究旨趣即是以自我決定理論之觀點，探討父母支持、教師支持、基本需求滿足、生涯自主動機、生涯定向及學習投入的現況及各變項在性別、年級、學校性質的差異情形，研究者乃根據上述變項提出兩個模式並予以驗證。 本研究以台灣地區北、中、南、東四個地區1120位高中生為對象，研究工具包括：研究者改編之「父母支持量表」、「教師支持量表」、「基本需求滿足量表」、「生涯自主動機量表」、「生涯定向量表」及「學習投入量表」。本研究採用單因子多變量變異數分析與潛在變項模式分析進行研究假設之驗證。研究結果顯示：1.現今高中生所知覺的父母支持及教師支持頻率偏高，基本需求滿足程度良好、生涯自主動機程度偏高、生涯定向程度中等、學習投入狀況積極。2.女高中生比起男高中生，感覺到較高的父母支持、教師支持，並且在聯繫感的需求上獲得較高的滿足；高三學生比起高二學生而言，他們感覺到較高的教師支持，有著較高的生涯自主動機，對於未來生涯的目標也較為明確，高一的學生也比高二的學生感受到較多的教師支持；明星高中的學生比社區高中的學生感受到較高的父母支持，而社區高中的學生比明星高中的學生感受到較高的教師支持。3.以父母支持、教師支持為自變項、基本需求滿足、生涯自主動機為中介變項，生涯定向為依變項的「生涯自主動機歷程與生涯定向模式」獲得支持。亦即高中生所知覺的父母支持、教師支持會正向影響個體的基本需求滿足程度，基本需求滿足程度會進一步正向影響生涯自主動機，再透過生涯自主動機對生涯定向產生正向影響。4.以父母支持、教師支持為自變項、基本需求滿足、生涯自主動機、生涯定向為中介變項，學習投入為依變項的「生涯自主動機歷程與生涯定向、學習投入模式」獲得支持。亦即生涯自主動機、生涯定向對學習投入有正向影響，且父母支持及教師支持對學習投入有直接正向影響。 最後，研究者根據研究結果提出建議，以供高中父母、教師、輔導單位、高中生及未來研究者參考。 參考文獻 一、中文文獻王玉珍、吳麗琴（2009）。大一生回顧升學生涯抉擇與生涯適應之脈絡相互影響模式探究。中華輔導與諮商學報，25，39-79。王秀槐、黃金俊（2010）。擇其所愛、愛其所擇：從自我決定理論看大學多元入學制度下學生的科系選擇、學業投入、學習成果與滿意程度。教育科學期刊，55(2), 1-27。田秀蘭（2010）。生涯‧家庭‧我—認識家庭對個人生涯的影響力。台灣創價協會網站。2010年1月22日，取自http://www.twsgi.org.tw/newsinfo.php?news_id=3351&level1_id=2&level2_id=16吳芝儀（1991）。五專五年級學生生涯決定信念、情境ㄧ特質焦慮與生涯決定行動之研究ㄧㄧ以國立台北商專五專五年級學生為例。國立台灣師範大學教育心理與諮商研究所碩士論文，未出版，台北市。李宜玫、孫頌賢（2010）。大學生自主性選課動機與學習投入之關係。教育科學研究期刊，55(1)，155-182。林怡青（2001）。國中生選擇甄選入學之決策歷程分析。國立彰化師範大學教育研究所碩士論文，未出版，彰化縣。林季燕（2003）。以自我決定理論預測籃球選手滿足感和退出意圖之研究。國立體育學院教練研究所碩士論文，未出版，桃園縣。林哲立（2010）。教師支持對學生需求滿足與學習投入之影響 - 以台灣地區高中學生為例。國立政治大學教育研究所博士論文，未出版，台北市。林清文（1994）。大學生生涯確定狀態及其因徑模式驗證之研究。國立彰化師範大學輔導研究所博士論文，未出版，彰化縣。邱秀燕（1990）。青少年家庭系統分化 、心理分離- 個體化、自我發展及情緒適應之相關研究。國立台灣師範大學教育心理與輔導研究所碩士論文，未出版，台北市。洪文婷（2008）。大學生知覺父母期望、完美主義傾向與生涯定向之相關研究。國立嘉義大學輔導與諮商研究所碩士論文，未出版，嘉義縣。施淑慎（2008）。學習情境中之自主支持與國中生成就相關歷程間關係之探討。教育與心理研究，31，1-26。紀憲燕（1994）。大學生生涯決定類型與生涯決定信念之研究。國立台灣師範大學教育心理與輔導研究所碩士論文，未出版，台北市。徐秀娟（1996）。台灣音樂學生外在動機的內化與自我決定知覺的學習關係探討。國民教育研究學報，17，25-53。徐秋央（1991）。原生家庭經驗、心理分離－個體化與婚姻滿意度之相關研究。國立台灣師範大學教育心理與輔導研究所碩士論文，未出版，台北市。陳江水（2003）。國中學生家庭環境人格特質社會技巧與學業成就之相關研究。國立彰化師範大學教育研究所碩士論文，未出版，彰化縣。陳秀惠（2010）。國中生自我決定動機之發展模式及其相關因素探討。國立成功大學教育研究所碩士論文，未出版，台南市。陳欣怡（1999）。依附關係與生涯探索、生涯不確定源、生涯定向狀態之相關研究---以大學三四年級學生為例。國立彰化師範大學輔導研究所碩士論文，未出版，彰化縣。陳荻卿（2005）。知識信念影響學習運作模式之驗證暨「調整知識信念的教學策略」對國中生學習歷程影響之研究。國立台灣師範大學教育心理與輔導學系博士論文，未出版，台北市。許建民（2006）。青少年休閒參與動機模式之建立與驗證。國立體育學院體育研究所博士論文，未出版，桃園縣。許建民（2006）。青少年休閒參與動機模式之建立與驗證。國立體育學院體育研究所博士論文，未出版，桃園縣。張毓凌（2005）。研究生生活壓力、社會支持與學習滿意度之研究—以台北縣市大學為例。國立臺灣師範大學公民教育與活動領導學系碩士論文，未出版，台北市。黃仲凌、高俊雄（2005）。台灣離島大專學生休閒參與動機與滿意之相關研究。大專體育學刊，7(1)，51-66。黃芳銘（2004）。社會科學統計方法學結構方程模式。台北：五南。黃瑋苓（2009）。高中職學習障礙學生生涯決策之研究。國立彰化師範大學特殊教育研究所博士論文，未出版，彰化縣。詹美涓（1991）。靑少年知覺之父母支持與靑少年自我價值之相關硏究。國立臺灣師範大學家政教育硏究所碩士論文，未出版，台北市。廖仁義（2001）。高學業成就原住民兒童家庭因素之分析—以巴拉腦社區為例。國立花蓮教育大學國民教育研究所碩士論文，未出版，花蓮縣。鄧志平（1996）。高中生選擇大學主修科系決策歷程之研究。國立高雄師範大學輔導研究所碩士論文，未出版，高雄市。劉彥伶（2009）。生涯定向型大學生生涯發展歷程之敘說研究。國立台南大學諮商與輔導研究所碩士論文，未出版，台南市。薛凱方（2005）。大學生學習社群互動與生活適應、生涯決策自我效能之相關研究。國立政治大學教育研究所碩士論文，未出版，台北市。二、英文文獻Ali, S. 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國立政治大學
教育研究所
95152502
99資料來源 http://thesis.lib.nccu.edu.tw/record/#G0095152502 資料類型 thesis dc.contributor.advisor 詹志禹 zh_TW dc.contributor.author (Authors) 薛凱方 zh_TW dc.contributor.author (Authors) Hsueh, Kai Fang en_US dc.creator (作者) 薛凱方 zh_TW dc.creator (作者) Hsueh, Kai Fang en_US dc.date (日期) 2010 en_US dc.date.accessioned 5-Sep-2013 15:26:48 (UTC+8) - dc.date.available 5-Sep-2013 15:26:48 (UTC+8) - dc.date.issued (上傳時間) 5-Sep-2013 15:26:48 (UTC+8) - dc.identifier (Other Identifiers) G0095152502 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/60452 - dc.description (描述) 博士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 教育研究所 zh_TW dc.description (描述) 95152502 zh_TW dc.description (描述) 99 zh_TW dc.description.abstract (摘要) 自我決定理論是個從環境脈絡、個體心理需求、動機型態來看待個體適應性行為的歷程理論。本研究之研究旨趣即是以自我決定理論之觀點，探討父母支持、教師支持、基本需求滿足、生涯自主動機、生涯定向及學習投入的現況及各變項在性別、年級、學校性質的差異情形，研究者乃根據上述變項提出兩個模式並予以驗證。 本研究以台灣地區北、中、南、東四個地區1120位高中生為對象，研究工具包括：研究者改編之「父母支持量表」、「教師支持量表」、「基本需求滿足量表」、「生涯自主動機量表」、「生涯定向量表」及「學習投入量表」。本研究採用單因子多變量變異數分析與潛在變項模式分析進行研究假設之驗證。研究結果顯示：1.現今高中生所知覺的父母支持及教師支持頻率偏高，基本需求滿足程度良好、生涯自主動機程度偏高、生涯定向程度中等、學習投入狀況積極。2.女高中生比起男高中生，感覺到較高的父母支持、教師支持，並且在聯繫感的需求上獲得較高的滿足；高三學生比起高二學生而言，他們感覺到較高的教師支持，有著較高的生涯自主動機，對於未來生涯的目標也較為明確，高一的學生也比高二的學生感受到較多的教師支持；明星高中的學生比社區高中的學生感受到較高的父母支持，而社區高中的學生比明星高中的學生感受到較高的教師支持。3.以父母支持、教師支持為自變項、基本需求滿足、生涯自主動機為中介變項，生涯定向為依變項的「生涯自主動機歷程與生涯定向模式」獲得支持。亦即高中生所知覺的父母支持、教師支持會正向影響個體的基本需求滿足程度，基本需求滿足程度會進一步正向影響生涯自主動機，再透過生涯自主動機對生涯定向產生正向影響。4.以父母支持、教師支持為自變項、基本需求滿足、生涯自主動機、生涯定向為中介變項，學習投入為依變項的「生涯自主動機歷程與生涯定向、學習投入模式」獲得支持。亦即生涯自主動機、生涯定向對學習投入有正向影響，且父母支持及教師支持對學習投入有直接正向影響。 最後，研究者根據研究結果提出建議，以供高中父母、教師、輔導單位、高中生及未來研究者參考。 zh_TW dc.description.tableofcontents 第一章 緒論 01 第一節 研究動機與目的 01 第二節 研究問題 06 第三節 名詞解釋 07第二章 文獻探討 10 第一節 自我決定理論 10 一、自我決定理論之概念 10 二、自我決定理論之四個次理論 10 第二節 脈絡支持、基本需求滿足與自主動機之關係 14 一、基本需求之內涵 14 二、多向度動機之內涵 14 三、脈絡支持、基本需求滿足與自主動機之關係 16 第三節 生涯自主動機歷程與生涯定向之關係 22一、生涯定向之內涵與相關研究 22 二、生涯自主動機歷程與生涯定向之關係 24 第四節 生涯自主動機歷程、生涯定向與學習投入之關係 26第三章 研究方法 30 第一節 研究架構 30 第二節 研究假設 31 第三節 研究對象 33第四節 實施工具 35第五節 實施程序 49第六節 資料處理與分析 50第四章 研究結果 52 第一節 描述統計分析 52第二節 性別、年級、學校性質在各變項之差異情形 54第三節 生涯自主動機歷程與生涯定向模式之驗證 60第四節 生涯自主動機歷程、生涯定向與學習投入模式之驗證 71第五章 綜合討論 82第一節 高中生知覺父母支持、教師支持、基本需求滿足、生涯自主動機、生涯定向、學習投入之現況 82第二節 不同背景高中生知覺父母支持、教師支持、基本需求滿足、生涯自主動機、生涯定向、學習投入之差異情形 85第三節 生涯自主動機歷程與生涯定向之模式關係 87第四節 生涯自主動機與生涯定向、學習投入之模式關係 91第六章 結論與建議 95第一節 結論 95第二節 建議 99參考文獻 107 中文部份 107 西文部份 109附錄 115附錄A 父母支持量表編製歷程 115附錄A1 父母支持量表開放式問卷暨內容歸類 125附錄A2 Keller & Whiston之父母生涯行為檢核表翻譯一覽表 126附錄B 教師支持量表編製歷程 127附錄B1 教師支持量表開放式問卷暨內容歸類 133附錄B2 Metheny等人之教師支持量表翻譯一覽表 136附錄C 基本需求滿足量表編製歷程 137附錄D 生涯自主動機量表編製歷程 144附錄E 生涯定向量表編製歷程 150附錄E1 生涯定向量表題目修改對照表 156附錄F 學習投入量表編製歷程 157附錄G 高中生重要他人支持與生涯及學習行為表現預試問卷 163附錄H 高中生重要他人支持與生涯及學習行 zh_TW dc.format.extent 1142124 bytes - dc.format.mimetype application/pdf - dc.language.iso en_US - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0095152502 en_US dc.subject (關鍵詞) 自我決定理論 zh_TW dc.subject (關鍵詞) 父母支持 zh_TW dc.subject (關鍵詞) 教師支持 zh_TW dc.subject (關鍵詞) 基本需求 zh_TW dc.subject (關鍵詞) 生涯自主動機 zh_TW dc.subject (關鍵詞) 生涯定向 zh_TW dc.subject (關鍵詞) 學習投入 zh_TW dc.subject (關鍵詞) self-determination theory en_US dc.subject (關鍵詞) parental support en_US dc.subject (關鍵詞) teacher support en_US dc.subject (關鍵詞) basic needs en_US dc.subject (關鍵詞) autonomy motivation of career en_US dc.subject (關鍵詞) career decision en_US dc.subject (關鍵詞) learning engagement en_US dc.title (題名) 生涯自主動機歷程與生涯定向、學習投入之模式驗證-以自我決定理論之觀點 zh_TW dc.title (題名) The development model of autonomy motivation of career: self-determination theory perspective en_US dc.type (資料類型) thesis en dc.relation.reference (參考文獻) 一、中文文獻王玉珍、吳麗琴（2009）。大一生回顧升學生涯抉擇與生涯適應之脈絡相互影響模式探究。中華輔導與諮商學報，25，39-79。王秀槐、黃金俊（2010）。擇其所愛、愛其所擇：從自我決定理論看大學多元入學制度下學生的科系選擇、學業投入、學習成果與滿意程度。教育科學期刊，55(2), 1-27。田秀蘭（2010）。生涯‧家庭‧我—認識家庭對個人生涯的影響力。台灣創價協會網站。2010年1月22日，取自http://www.twsgi.org.tw/newsinfo.php?news_id=3351&level1_id=2&level2_id=16吳芝儀（1991）。五專五年級學生生涯決定信念、情境ㄧ特質焦慮與生涯決定行動之研究ㄧㄧ以國立台北商專五專五年級學生為例。國立台灣師範大學教育心理與諮商研究所碩士論文，未出版，台北市。李宜玫、孫頌賢（2010）。大學生自主性選課動機與學習投入之關係。教育科學研究期刊，55(1)，155-182。林怡青（2001）。國中生選擇甄選入學之決策歷程分析。國立彰化師範大學教育研究所碩士論文，未出版，彰化縣。林季燕（2003）。以自我決定理論預測籃球選手滿足感和退出意圖之研究。國立體育學院教練研究所碩士論文，未出版，桃園縣。林哲立（2010）。教師支持對學生需求滿足與學習投入之影響 - 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