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Please use this identifier to cite or link to this item: http://ir.ncue.edu.tw/ir/handle/987654321/12835

Title: 專科生人格特質、職業定向、職業自我概念及其相關因素之研究
The Study of the Personality Trait, Vocational Indentity and Vocational Self-concept of Junior College Students and Their Related Factors
Authors: 張紹勳
Contributors: 工業教育與技術學系
Keywords: 人格特質;職業自我概念;職業定向
Personality trait;Vocational self-concept;Vocational identity
Date: 1997-07
Issue Date: 2012-08-06T04:16:53Z
Publisher: 財團法人光華管理策進基金會
Abstract: 本研究根據文獻探討結果,調查國內四所公、私立專校11個科系782名學生,結果發現:1.影響專科生的人格特質的個人因素為性別、職業定向、工作經驗等3項;學校因素為年級、學校性質(公、私立)、學制、社團參與程度、與導師約談頻率、學校別、科系別等7項;家庭因素為父母對你的職業期望、家庭月收入等2項背景變數。2.(1)不同性別、學校性質;(2)不同性別、就讀學制;(3)不同性別、父母對其職業期望;(4)不同性別、入小學前與父母同住況;(5)不同性別、自覺老師教學方式;(6)不同性別、與導師約談頻率,等對專科生的人格特質有交互作用存在。3.影響專科生職業定向發展程度之因素則有年級、學校性質、就讀學制、父母對你升學就業的看法、入小學前與父母同住狀況、家庭月收入、畢業後自選的出路、社團參與程度、與導師約談頻率、就讀學校別、就讀科系等11個背景變數,並且有將近一半專科生的職業定向是屬「尋求方向」。4.專科生的職業自我概念因不同的性別、職業定向、工作經驗,學校性質、就讀學制、父母教育程度、父母討論你學業的態度、父母對你的職業期望、入小學前與父母同住狀況、家庭月收入、與導師約談頻率、社團參與程度。畢業後自選的出路、就讀學校別、就讀科系及人格特質區隔群等16個背景變數而有差異。5.專科生的職業自我概念因不同性別、就讀學制而有交互作用。
According to the result of the document resesrch, this study has investigated 782 students who study in the 11 departments of four public or private junior colleges in this island. The findings of this study are the following: 1. The personal factors which influence the personality trait of junior college students are three items, i.e. sex, vocational identity and working experience. The school factors which influence the personality trait of junior college students are even items, i.e. grade, the nature of the school (public or private), school system, the participation into extra-curricular clubs, the frequency of interview with the class teacher, the difference of school, and the difference of department. The family factors which influence the personality trait of junior college students are two background variables, i.e. parents' expectancy on the student's occupations and family monthly income. 2. (1) Different sex, and school nature; (2) different sex, and school system; (3) different sex, and parents' expectancy on the students' occupations; (4) different sex, and the state of living with parents before entering elementary school; (5) different sex, and the self-consciousness of teacher's teaching methods; (6) different sex, and the frequency of interview with the class teacher, these factors have interaction with the personality trait of junior college students. 3. There are 11 background variables which will influence the development of vocational identity of junior college students, i.e. grade, the nature of school, school system, parents' opinion on the student's further studies or finding jobs, the state of living with parents before entering elementary school, family monthly income, the self-chosen career after graduation, the participation into extra-curricular clubs, the frequency of interview with the class teacher, the difference of school, and the difference of department. Besides, nearly half of the junior college students, their vocational identity belongs to "the way of seeking." 4. The vocational self-concept of junior college students differs from each other by 16 background variables, i.e. different sex, vocational identity, working experience, the nature of school, school system, parents' educational level, parents' attitude on discussing student's school work, parents' expectancy on the students' occupations, the state of living with parents before entering elementary school, family monthly income, the frequency of interview with the class teacher, the participation into extra-curricular clubs, the self-chosen career after graduation, the difference of school, and the difference of department, and the section group of personality trait. 5. Because of different sex and school system, the vocational self-concept of junior college students has interaction with each other.
Relation: 管理評論, 16(2): 111-138
Appears in Collections:[Department of Industrial Education and Technology] Periodical Articles

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