| 摘要: | 十二年國民基本教育自2014年推行至今，適性輔導為其七大面向之一，期待能幫助學生瞭解生涯發展之意義，透過生涯試探中瞭解工作世界與自我認識，並培養生涯規劃及決策之能力。研究者於國中生涯輔導工作中發現，多數家長及學生仍以會考分數為唯一選校參考，多數低學業成就學生之生涯決策態度消極，未經過試探後便作決定。再者，學校輔導人數編制有限，難符應所有學生之生涯輔導需求。本研究目的為瞭解生涯團體輔導提升低學業成就學生之生涯決策自我效能的成效，並於個別訪中統整低學生成就學生之輔導需求，作為對未來學校生涯輔導工作之建議。
本研究採行動研究法，以臺北市某國中八位低學業成就學生為研究對象。於生涯團體輔導介入前後進行生涯決策自我效能量表施測，團體結束後實施全體成員個別訪談。所得量化資料採成對樣本t檢定進行統計分析，以瞭解生涯團體輔導之成效，並加入個別訪談質性資料歸納分析之。本研究之結論如下：
一、低學業成就學生自陳無生涯困擾，主要為逃避行為或生涯暫時定向。
二、生涯團體輔導方案能有效提升低學業成就學生之生涯決策自我效能。
三、多元的技職教育體驗有助於提升低學業成就學生之生涯決策自我效能。
四、生涯統整有助於提升低學業成就學生之生涯決策自我效能。
五、行動研究有助於提升實務工作者之專業能力。
本研究針對輔導人員建議如下：
一、因應學生需求辦理生涯團體輔導，以有效協助學生進行生涯探索。
二、重視低學業成就學生之生涯輔導需求，並增加技職教育體驗之深度與廣度。
本研究對導師建議如下：
一、提供技職傾向學生多元生涯試探機會，並持續鼓勵之。
二、建立親師溝通管道以利持續進行生涯輔導，並提供生涯相關資訊。
對於未來研究建議，可進一步探討學業表現與生涯決策困擾之關聯，拓展研究對象數量與性質，並可延長觀察期以追蹤輔導成效。
關鍵字：低學業成就、生涯決策自我效能、行動研究
12-year Basic Education has been implemented since 2014. One of its core ideas, ‘adaptive counseling’ has been conducted to assist students in comprehension of the significance of career development, getting general ideas about the world of works and self-awareness through life exploration, and cultivating students’ abilities of career planning and decision-making. In this study, the researcher discovered that most parents and students still considered the test scores of comprehensive assessment the only standard to apply for their future schools. In addition, low-achievement students mostly tended to make their decision with negative attitude and no career exploration. What’s worse, the number of school counseling was limited, which increased the difficulty to meet the needs in terms of career counseling for students.The purpose of the current study was to explore the effectiveness of how the ‘career group counseling’ improved self-efficacy of career decision-making especially for low-achievement students. To make the study comprehensive, individual interviews with the low-achievement students were also conducted. Their needs would be integrated in the results of the study and utilized as a recommendation for future career counseling.
The researcher adopted the action research in this study and included eight junior high school students in Taipei city as participants. A career decision-making self-efficacy scale was administered before and after career counseling interventions. After ‘group counseling,’ the participants were interviewed individually. The quantitative data would be analyzed via sample pair-t test and the data from the interviews was regarded as qualitative supplements. The results were as following.
First, the low-achievement students have no trouble in career searching, mainly due to ‘escape behavior’ or ‘career temporary orientation.’
Second, the career group counseling program can effectively improve self-efficacy of career decision-making for low-achievement students.
Third, diversified technical and vocational education experience operate positively to improve self-efficacy of career decision-making for low-achievement students.
Fourth, career integration helps to improve self-efficacy of career decision-making for low-achievement students.
Fifth, action research helps to enhance the professional competence of practitioners
The following are the further suggestions for counseling staff.
First, it is necessary to operate ‘career group counseling’ in order to help students in need to do career exploration.
Second, it is highly recommended that counseling staff should focus more on the needs of low-achievement students in career counseling and enhance the depth and the breadth in the vocational education experience.
The following are the further suggestions for the homeroom teachers.
First, homeroom teachers should provide vocational-orientated students with opportunities to do multiple career explorations, meanwhile, throwing their full support behind the students.
Second, maintaining a good relation between teachers and students in career exploration, facilitating an ongoing communicative system and providing information of career explorations are of great concern.
For the further study, it is suggested that researchers investigate students in their academic performance and the factors that cause the difficulty in students’ career decision-making. Besides, the experimental length of follow-up counseling can be extended as well.
Key words：low academic achievement students；career decision-making self-efficacy；action research |
