大學生就讀科系挫折、復原力與生涯希望感之關係-以台灣北部大學生為例

Abstract

本研究旨在探討台灣北部地區大三、大四學生就讀科系挫折、復原力與生涯希望感之關係。本研究除了進行現況分析外，亦分析比較不同個人變項學生的挫折、復原力與生涯希望感，及就讀科系挫折與復原力交互作用，對於大學生生涯希望感之預測力。本研究採用問卷調查法，研究工具為參考相關理論、研究與量表編製之問卷。問卷內容分為四個部分，第一部份為「大學生就讀科系挫折量表」；第二部份為「大學生復原力量表」；第三部份為「大學生生涯希望感量表」；第四部份為「基本資料」。

研究樣本以2010年台灣北部地區14所公、私立大學日間部大三、大四學生為研究對象，共計回收1200份問卷，有效問卷為827份。所得資料以SPSS 12.0中文版進行描述統計、t檢定、單因子變異數分析、皮爾森積差相關與逐步多元迴歸等，統計方法分析。研究結果如下: 一、不同的性別、年級、就讀領域在整體就讀科系挫折有差異 二、不同的性別、家庭年收入在整體復原力上有差異 三、不同的性別、年級、家庭年收入、年齡在整體生涯希望感有差異 四、復原力與生涯希望感之間呈現正相關 五、就讀科系挫折與生涯希望感呈現負相關 六、就讀科系挫折與復原力交互作用後，可作為預測生涯希望感的參考指標

本研究將依據研究結果，提出對大學生、高等教育相關單位及後續研究之建議。

Each year, quite a few students face the frustration on their majors, and this may have negative impacts on their career hope. The purpose of this article is to construct a model explaining how resiliency affects students’ college major’s frustration and their career hope, based on the hypothesis that resiliency can reduce the impact of college major’s frustration. The student participants, primarily enrolled in their junior or senior years of college, were drawn from 14 public and private universities located at the northern Taiwan in 2010. 1200 questionnaires were distributed, 1050 questionnaires were collected, and 976 copies were effective questionnaires. This study utilizes SPSS Amos18.0 to investigate the structural relationships among college major’s frustration, resiliency, and students’ career hope. The main empirical findings include: (1)The data fits the oretical model well; (2) College major’s frustration had a negative impact on students’ career hope; (3) Resiliency had a direct positive impact on students’ career hope; and (4) Resiliency had indirect positive impact on students’ career hope by reducing the negative influence of college major’s frustration. Our findings support the importance of enhancing college student’s resiliency. We suggest that the faculties of universities in Taiwan should have a better understanding of how resiliency can affect college majors’ frustration and students’ career hope. More educational resources should be provided to strengthen students’ resiliency.