大學應屆畢業生個人背景因素、校園經驗與生涯成熟態度研究--以北部地區大學為例

Abstract

本研究旨在探討大學應屆畢業學生個人背景因素、校園經驗與其生涯成熟態度之關係。其中個人背景因素包括性別、學院別、工作經驗、家庭社經地位、入大學方式等五個變項，校園經驗包括學術投入、人際投入、校園活動、校園環境等四個面向，生涯成熟態度包括抉擇過程投入與承諾、職業選擇獨立性、職業選擇偏好、職業選擇理念等四個面向。 研究方法為問卷調查法，以分層取樣方式選取北部地區10所大學校院應屆畢業生為研究對象，運用「大學應屆畢業生校園經驗與生涯成熟態度問卷」進行調查，共回收有效問卷572份。統計方法包括t檢定、單因子變異數分析、皮爾遜積差相關分析與多元迴歸分析。研究結果歸納如下： 一、不同性別、學院別、工作經驗的大學應屆畢業生的校園經驗有顯著差異。 二、不同性別、學院別、工作經驗的大學應屆畢業生的生涯成熟態度有顯著差異。 三、校園經驗中，學術投入方面，工作經驗、家庭社經地位為顯著的預測因素，解釋力為5%；人際投入方面，就讀學院為顯著的預測因素，解釋力為5%；校園活動方面，性別、就讀學院、工作經驗、家庭社經地位為顯著的預測因素，解釋力為6%；校園環境滿意度方面，性別、就讀學院為顯著的預測因素，解釋力為4%。 四、生涯成熟態度中，抉擇過程投入與承諾方面，學術投入、人際投入、校園活動為顯著的預測因素，解釋力為22%；職業選擇獨立性方面，性別、校園活動為顯著的預測因素，解釋力為5%；職業選擇偏好方面，學術投入為顯著的預測因素，解釋力為9%；職業選擇理念方面，學術投入、人際投入、為顯著的預測因素，解釋力為9%。 本研究根據以上結論，對大學校院建議包括：（一）針對不同性別學生需求設計學習與輔導方案；（二）加強促進師生互動；（三）研擬多元且質優的校園活動；（四）了解學生需求，建構友善之校園環境；（五）重視學生工讀輔導。對學生的建議包括：（一）主動投入學習；（二）積極參與校園活動。另亦對於進一步研究對象、變項及方法提出相關建議。 關鍵字：大學應屆畢業生、校園經驗、生涯成熟The purpose of this study was to investigate the relationship between personal factors, campus experiences and career maturity for graduates of colleges. The personal factors include sex, disciplines, work experiences and entrance paths to colleges. The campus experiences include academic involvement, social involvement, school activity and perception of campus. Career maturity for graduates in this study consisted of four aspects (the involvement and commitment in the decision process, independence in career selection, preference in career selection, concept in career selection). The study used questionnaires to investigate graduates of 10 northern Taiwan institutions chose by stratified clustered sampling method and the valid data was 572. Descriptive statistics, t test, one-way ANOVA, Pearson product-moment correlation and multiple regression analysis were conducted to analyze the data.The findings are as following: 1.There are significant difference in campus experience among graduates ofdifferent sexes, discipline and working experience. 2.There are significant difference in career maturity among graduates of different sexes, discipline and working experience. 3.For campus experience: working experience and family social and economic status are the significant predictive indexes for academic involvement, R2 is 5%. the discipline is the significant predictive indexes for social involvement, R2 is 5%. sex, discipline and working experience and family social and economic status are the significant predictive indexes for school activities, R2 is 6%. sex and faculty are the major predictive indexes for the perception of campus, R2 is 4%. 4.For career maturity: social involvement and school activities are the major predictive factors for the selection process involvement and commitment, R2 is 22%. Sex and campus activity are a significant predictive factors for career selection independence, R2 is 5%. Academic involvement is a significant predictive factor for career selection preference, R2 is 9% Academic involvement, social involvement and school’s activities are the major predictive factors for career selection concept, R2 is 9%. Based on the conclusion, the following are the suggestions for higher education institutions and students: Suggestions for education institutions include: 1.Design learning and counseling program based on various needs of students of different sex. 2. Enhance the interaction between teachers and students. 3. Design diverse and quality academic activities. 4. Construct student-friendly campus based on students’ needs. 5. Strengthen the guidance for students work experiences. Suggestions for students include: 1. Take initiative to get involved in learning. 2. Participate the academic activities actively. Other suggestions for future studies are presented.