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生涯團體輔導方案對國小兒童生涯成熟、性別角色刻板印象、生涯覺察與職業自我概念輔導效果之研究

蘇鍛佩 陳麗娟; 國民教育研究所 2002

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  • Title:
    生涯團體輔導方案對國小兒童生涯成熟、性別角色刻板印象、生涯覺察與職業自我概念輔導效果之研究
  • Author: 蘇鍛佩
  • 陳麗娟; 國民教育研究所
  • Subjects: 生涯團體輔導方案; 父母管教態度; 家庭社經地位; 生涯成熟; 性別角色刻板印象; 生涯覺察; 職業自我概念
  • Description: 本研究主旨在探討「生涯團體輔導方案」對國小兒童生涯成熟、性別角色刻板印象、生涯覺察與職業自我概念之立即性與持續性輔導效果，並分析影響效果是否因性別、家庭社經地位、父母管態度不同而有所差異。本研究採準實驗的「不相等控制組設計」，研究對象為台南市勝利國小六年級十二名兒童，隨機選定實驗組及控制組班級。實驗組接受每週四次，每次五十分鐘，共十六次的國小兒童生涯團體輔導方案的課程，控制組則無任何處理。 本研究係以「生涯成熟態度量表」、「性別角色刻板印象量表」、「生涯覺察量表」、「職業自我概念量表」為研究工具，所得資料採二因子共變數分析之統計方法處理。另以團體活動回饋表、成員個別回饋、晤談資料，作為評量效果的依據。本研究主要發現如下： 一、實驗處理後，實驗組和控制組兒童在各個依變項，組別與父母管教態度、家庭社經地位、性別均無顯著地交互作用。 二、實驗處理後，實驗組和控制組兒童在各依變項均達顯著差異；不同組別兒童之父母管教態度、家庭社經地位在各依變項均無明顯差異；不同組別兒童之男女生在生涯成熟達明顯的差異，在職業自我概念、性別角色刻板印象、生涯覺察均無明顯的差異。 三、實驗處理六週後之追蹤測驗，實驗組和控制組兒童在各依變項，組別與父母管教態度、家庭社經地位均無顯著地交互作用；在組別與性別方面生涯成熟、性別角色刻板印象、生涯覺察，均無顯著地交互作用，在職業自我概念達顯著交互作用。 四、 實驗處理六週後之追蹤測驗，實驗組和控制組兒童在職業自我概念之「個人自我認識」達顯著的差異；生涯成熟、職業自我概念之「職業觀念」、性別角色刻板印象、生涯覺察則無差異；在不同父母管教態度之生涯覺察「職業訓練」達顯著差異；在而生涯成熟、性別角色刻板印象、生涯覺察之「職業認定」、「職業功能」、「職業聲望」、「職業特點」及職業自我概念則無差異；在不同家庭社地位與各依變項間無明顯差異；不同性別在生涯成熟、性別角色刻板印象、生涯覺察之「職業功能」、職業自我概念之「個人自我認識」達明顯的差異；而職業自我概念之「職業觀念」、生涯覺察之「職業認定」、「職業訓練」、「職業聲望」、「職業特點」則無明顯的差異。 五、 從實驗組兒童的個別資料分析可以發現，「國小生涯團體輔導方案」對國小兒童的生涯成熟、性別角色刻板印象、生涯覺察、職業自我概念有正面的影響，並有助於對工作世界及自我的認識。 最後研究者根據研究的發現，提出幾項建議，以供學校輔導工作的參考。 （一）結合社區資源發展多元化的活動 （二）運用視聽媒體增進輔導效果 （三）加強父母與學校的溝通與聯繫 （四）培養兒童在日常生活的觀察及實行 （五）讓兒童在同儕討論及活動中相互學習 （六）加強生涯輔導觀念的融入
    The purpose of the study was to examine the immediate and long-term effects of Career Guidance Program on sixth grade students’ career maturity, sex-role stereotypes, career awareness, and vocational self-concept and also analysis the influence of the sex、SES、parents attitude of discipline on the effects of the Career Guidance Program. For the experiment design of employed the pretest-posttest nonequivalent groups design of quasi-experimental. The experimental subjects consisted of the students of sixth grade from Tainan Sheng-Li elementary school. The experimental group was treated with 16 session career programs, four times a week, each session lasting 50 minutes. The test instrument used in this study was Career Maturity Scale, Sex-role Stereotypes Scale, Career Awareness Scale, and Vocational Self-Concept Scale. The data was analyzed by two-way analysis of covariance. Further more group feedback of activities questionnaire, individual feedback, the data of conversation were recorded to evaluate each individual subject’s growth. The fifteen results from this study were: 1. There was no significant interaction effect on all dependent variable, between treatment and parents attitude of discipline, SES, sex. 2.There was significant difference between the experimental group and the control group in all dependent variable .There was no significant difference between parents'''''''' attitude of discipline , SES in all dependent variable. There was significant difference between boy and girl in career maturity，but no significant difference in sex-role stereotypes, career awareness, and vocational self-concept. 3. A six-week follow-up indicated that there was no significant interaction effect on all dependent variable between treatment and parents attitude of discipline , SES. There was no significant interaction effect on career maturity, career awareness, but significant difference on vocational self-concept between treatment and sex. 4. A six-week follow-up indicated that there was significant difference between the experimental group and control group in vocational self-concept, and no significant difference in career maturity, sex-role stereotypes, career awareness, and vocational self-concept .There was significant difference between parents attitude of discipline in career awareness, but no significant difference in career maturity, sex-role stereotypes, career awareness and vocational self-concept. There was no significant difference between SES in career maturity, sex-role stereotypes, career awareness and vocational self-concept .There was significant difference between sex in career maturity, sex-role stereotypes, career awareness and vocational self-concept but no significant difference in career awareness and vocational self-concept. 5. Form individual quality analysis, elementary school Career Guidance Program has had a positive effect for children in elementary school on career maturity, sex-role stereotypes, career awareness and vocational self-concept, and also improve their career development. Finally, based on the implication of this study, several suggestions for guidance are selected and discussed. (一)Integrate with community resource to develop diversification activities (二)Use audiovisuals to promote guidance effect (三)Enhance communication and contact between parents and school (四)To train up children in daily life’s observance and practice (五)Let children learn from peer discussion and interaction (六)To enhance career guidance concepts
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  • Creation Date: 2002
  • Format: 121 bytes
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  • Language: 中文
  • Identifier: http://nutnr.lib.nutn.edu.tw/handle/987654321/4905
  • Source: NUTN IR
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