生涯自主動機歷程與生涯定向、學習投入之模式驗證-以自我決定理論之觀點 - 政大學術集成

全文

(1)國立政治大學教育學系教育心理與輔導組博士學位論文. 指導教授：詹志禹. 立. 博士. 政治大. ‧. ‧ 國. 學. 生涯自主動機歷程與生涯定向、學習投入之模式驗證-以自我決定理論之觀點 n. er. io. sit. y. Nat. al. Ch. engchi. i Un. v. 研究生：薛凱方撰中華民國：一百年六月.

(2) 謝. 辭. 在指南山麓 10 年了。從無憂無慮的大學生活、歡笑與淚水交織的研究所生活、直至帶職進修的博士班求學歷程，將在這本論文完成之際劃下依依不捨的休止符。想到要離開我最深愛的政大，我最想感謝的人莫過於是我的指導教授詹志禹老師，感謝老師在論文寫作的過程中，總是給我自主的空間讓我盡量揮灑，每次的環山步道論文 meeting，老師總是引導著我思考研究的價值與意義，並且激盪出更多創意的點子，老師嚴謹的治學態度是我最佳的. 政治大. 身教典範，老師對學生想法的尊重、支持與包容，更是能讓我完成論文的. 立. 最大動力。. ‧ 國. 學. 感謝口試委員林邦傑老師、林偉文老師、林蔚芳老師及邱美秀老師給予的精闢見解與指導，使得本論文得以更佳完善。感謝研究所師長-王鍾和. ‧. 老師、余民寧老師、湯志民老師、馮朝霖老師、施淑慎老師，在研究領域. y. Nat. er. io. 程能夠順利無阻。. sit. 上的帶領與教導；感謝闕助教在行政上的協助與幫忙，使得論文寫作的歷. n. a. v. l C 感謝我的好姊妹智如，謝謝你一直在我身旁為我加油、打氣，並且協 ni. hengchi U. 助遠方的我處理行政上繁瑣的細節；謝謝研究所同學旭展、郁婷及淑鶯，因為有你們這群好伙伴，讓我的博士班學習歷程充滿了歡笑與甜蜜的回憶；感謝所有協助施測的各校師長，因為你們的認真態度與熱情支持，使得本論文才有付諸實現的一天。感謝 C.P.兩年多來的細心照顧，在我最低潮的時刻，仍給我最溫暖的包容，感謝我的父母，三十年來無盡的愛與關懷，你們始終是我心頭上最深、最甜的滋味。. 薛凱方 2011.06.

(3) 國立政治大學九十九學年度第二學期博士論文摘要系所組別：教育學系教育心理與輔導組論文名稱：生涯自主動機歷程與生涯定向、學習投入之模式驗證-以自我決定理論之觀點指導教授：詹志禹教授研究生：薛凱方【論文摘要】自我決定理論是個從環境脈絡、個體心理需求、動機型態來看待個體適應性行為的歷程理論。本研究之研究旨趣即是以自我決定理論之觀點，探討父母支持、教師支持、基本需求滿足、生涯自主動機、生涯定向及學習投入的現況及各變項在性別、年級、學校性質的差異情形，研究者乃根據上述變項提出兩個模式並予以驗證。. 政治大. 本研究以台灣地區北、中、南、東四個地區 1120 位高中生為對象，研究工具包括：研究者改編之「父母支持量表」、「教師支持量表」、「基本需求滿足量表」、「生涯自主動機量表」、「生涯定向量表」及「學習投入量表」。本研究採用單因子多變量變異數分析與潛在變項模式分析進行研究假設之驗證。. 立. ‧ 國. 學. 研究結果顯示：. ‧. 1. 現今高中生所知覺的父母支持及教師支持頻率偏高，基本需求滿足程度良好、生涯自主動機程度偏高、生涯定向程度中等、學習投入狀況積極。. Nat. n. y. sit. er. io. 2. 女高中生比起男高中生，感覺到較高的父母支持、教師支持，並且在聯繫感的需求上獲得較高的滿足；高三學生比起高二學生而言，他們感覺到較高的教師支持，有著較高的生涯自主動機，對於未來生涯的目標也較為明確，高 al 一的學生也比高二的學生感受到較多的教師支持； i v明星高中的學生比社區高 n C 中的學生感受到較高的父母支持 h e，n而社區高中的學生比明星高中的學生感受 i U h c g 到較高的教師支持。 3. 以父母支持、教師支持為自變項、基本需求滿足、生涯自主動機為中介變項，生涯定向為依變項的「生涯自主動機歷程與生涯定向模式」獲得支持。亦即高中生所知覺的父母支持、教師支持會正向影響個體的基本需求滿足程度，基本需求滿足程度會進一步正向影響生涯自主動機，再透過生涯自主動機對生涯定向產生正向影響。 4. 以父母支持、教師支持為自變項、基本需求滿足、生涯自主動機、生涯定向為中介變項，學習投入為依變項的「生涯自主動機歷程與生涯定向、學習投入模式」獲得支持。亦即生涯自主動機、生涯定向對學習投入有正向影響，且父母支持及教師支持對學習投入有直接正向影響。最後，研究者根據研究結果提出建議，以供高中父母、教師、輔導單位、高中生及未來研究者參考。.

(4) The Development Model of Autonomy Motivation of Career: Self-determination Theory Perspective Abstract The purpose of this study was to propose and test two models of autonomy motivation of career based on self-determination theory. The relationship of six variables─parental support, teacher support, basic needs, autonomy motivation of career, career decision, and learning engagement─were examined in this study. Participants were 1020 Taiwanese high school students from twelve schools. Structure equation modeling was used to explore the models. Results tended to support the contention of SDT.. 治政 positively predicted autonomy motivation of career, 大 which could positively predicted 立 the parental support and teacher support exerted indirect career decision. Results showed Parental support and teacher support could positively predicted basic needs, which could. ‧ 國. 學. effects on autonomy motivation of career through mediation of basic needs, and indicated the cross-cultural application of SDT in career context in a collectivistic country. In. ‧. addition, not only parental support and teacher support but also autonomy motivation of career could positively predicted learning engagement, showing autonomy motivation of. Nat. sit. y. career played an important role in learning context. Implications for education and future. io. n. al. er. research are discussed.. Ch. engchi. i Un. v. Keyword: self-determination theory, parental support, teacher support, basic needs, autonomy motivation of career, career decision, learning engagement.

(5) 目. 錄. 第一章緒論 ············································································································01 第一節研究動機與目的 ················································································01 第二節研究問題 ····························································································06 第三節名詞解釋 ····························································································07 第二章文獻探討 ····································································································10 第一節自我決定理論 ····················································································10 一、自我決定理論之概念·································································10 二、自我決定理論之四個次理論·····················································10 第二節脈絡支持、基本需求滿足與自主動機之關係 ·································14. 政治大. 一、基本需求之內涵·········································································14 二、多向度動機之內涵·····································································14. 立. 三、脈絡支持、基本需求滿足與自主動機之關係 ·························16. ‧ 國. 學. 第三節生涯自主動機歷程與生涯定向之關係 ·············································22 一、生涯定向之內涵與相關研究·····················································22. ‧. 二、生涯自主動機歷程與生涯定向之關係 ·····································24 第四節生涯自主動機歷程、生涯定向與學習投入之關係 ·························26. y. Nat. sit. 第三章研究方法 ····································································································30. er. io. 第一節研究架構 ····························································································30. n. 第二節研究假設 ····························································································31 a v. l. i. Ch 第三節研究對象 ····························································································33 Un engchi. 第四節實施工具 ····························································································35 第五節實施程序 ····························································································49 第六節資料處理與分析·················································································50 第四章研究結果 ····································································································52 第一節描述統計分析 ····················································································52 第二節. 性別、年級、學校性質在各變項之差異情形 ·································54. 第三節. 生涯自主動機歷程與生涯定向模式之驗證 ·····································60. 第四節. 生涯自主動機歷程、生涯定向與學習投入模式之驗證 ·················71. 第五章綜合討論 ····································································································82 第一節. 高中生知覺父母支持、教師支持、基本需求滿足、生涯自. i.

(6) 主動機、生涯定向、學習投入之現況 ············································82 第二節. 不同背景高中生知覺父母支持、教師支持、基本需求滿足、生涯自主動機、生涯定向、學習投入之差異情形·····················85. 第三節. 生涯自主動機歷程與生涯定向之模式關係 ·····································87. 第四節. 生涯自主動機與生涯定向、學習投入之模式關係 ·························91. 第六章. 結論與建議 ································································································95. 第一節結論 ······································································································95 第二節建議 ······································································································99 參考文獻 ··················································································································107 中文部份 ··········································································································107. 政治大. 西文部份 ··········································································································109. 立. 附錄·························································································································· 115. ‧ 國. 學. 父母支持量表編製歷程 ······································································· 115. 附錄 A1. 父母支持量表開放式問卷暨內容歸類 ···············································125. 附錄 A2. Keller & Whiston 之父母生涯行為檢核表翻譯一覽表······················126. 附錄 B. 教師支持量表編製歷程 ·······································································127. 附錄 B1. 教師支持量表開放式問卷暨內容歸類 ···············································133. 附錄 B2. Metheny 等人之教師支持量表翻譯一覽表 ········································136. 附錄 C. 基本需求滿足量表編製歷程 ·······························································137 a v. ‧. 附錄 A. n. er. io. sit. y. Nat. l. i. 附錄 D. Ch 生涯自主動機量表編製歷程·······························································144 Un. 附錄 E. 生涯定向量表編製歷程 ·······································································150. 附錄 E1. 生涯定向量表題目修改對照表 ···························································156. 附錄 F. 學習投入量表編製歷程 ·······································································157. 附錄 G. 高中生重要他人支持與生涯及學習行為表現預試問卷 ···················163. 附錄 H. 高中生重要他人支持與生涯及學習行為表現預試問卷 ···················167. engchi. ii.

(7) 表目次表 3-3-1 本研究正式樣本一覽表···········································································34 表 3-6-1 整體模式適配與模式內在結構適配之判斷標準與詮釋表····················51 表 4-1-1 全體高中生在各分量表之現況分析摘要表 ···········································53 表 4-2-1 不同性別高中生在各變項之現況分析摘要表 ·······································54 表 4-2-2 性別在各變項之單變量變異數分析摘要表 ···········································55 表 4-2-3 不同年級高中生在各變項之現況分析摘要表 ·······································56 表 4-2-4 不同年級在各變項之單變量變異數分析摘要表 ···································57 表 4-2-5 不同學校性質高中生在各變項之現況分析摘要表································58 表 4-2-6 不同學校性質高中生在各變項之單變量變異數分析摘要表················59. 政治大模式一各觀察變項的平均數、標準差及相關係數································61 立假設模式之參數估計摘要表 ···································································62. 表 4-3-1 觀察變項之平均數、標準差、偏態及峰度係數表································60 表 4-3-2. 學. ‧ 國. 表 4-3-3. 表 4-3-4 初始理論模式與修正後理論模式之整體適配度考驗指數比較表········65 表 4-3-5 修正模式之參數估計摘要表 ···································································66. ‧. 表 4-3-6 修正模式之個別指標信度及潛在變項組成信度與平均變異抽取量 ····67 表 4-3-7 潛在變項間的直接效果、間接效果及總效果摘要表····························68. y. Nat. sit. 表 4-3-8 模式穩定之複核效化評鑑指標 ·······························································69. er. io. 表 4-3-9 交叉驗證策略的適配度評估摘要表 ·······················································70. n. 表 4-4-1 模式二各觀察變項的平均數、標準差及相關係數································71 a. l. iv. n 表 4-4-2 假設模式之參數估計摘要表 ···································································72 C hengchi U. 表 4-4-3 初始理論模式與修正後理論模式之整體適配度考驗指數比較表········75 表 4-4-4 修正模式之參數估計摘要表 ···································································76 表 4-4-5 修正模式之個別指標信度及潛在變項的組成信度與平均變異抽取量 77 表 4-4-6 潛在變項間的直接效果、間接效果與總效果摘要表····························79 表 4-4-7 模式穩定之複核效化評鑑指標 ·······························································80 表 4-4-8 交叉驗證策略的適配度評估摘要表 ·······················································81. iii.

(8) 圖目次圖 2-2-1 不同動機型態之自我決定連續序列圖 ···················································16 圖 2-3-1 生涯自主動機歷程與生涯定向之關係模式 ···········································25 圖 2-4-1 生涯自主動機歷程、生涯定向與學習投入之關係································29 圖 3-1-1 研究架構圖一···························································································30 圖 3-1-2 研究架構圖二···························································································30 圖 3-2-1 生涯自主動機歷程與生涯定向結構假設圖 ···········································31 圖 3-2-2 生涯自主動機歷程、生涯定向與學習投入結構假設圖························32 圖 4-3-1 生涯自主動機歷程影響生涯定向之假設模式 ·······································62 圖 4-3-2 生涯自主動機歷程影響生涯定向之修正模式 ·······································64. 政治大生涯自主動機歷程、生涯定向與學習投入之修正模式························74 立. 圖 4-4-1 生涯自主動機歷程、生涯定向與學習投入之假設模式························73. 學 ‧. ‧ 國 io. sit. y. Nat. n. al. er. 圖 4-4-2. Ch. engchi. iv. i Un. v.

(9) 附錄表目次表 A-1 父母生涯支持相關量表摘要表 ································································· 115 表 A-2 父母支持量表預試題目內容及來源·························································· 117 表 A-3 父母支持量表項目分析結果摘要表·························································· 118 表 A-4 父母支持量表之因素矩陣及信度摘要表··················································120 表 A-5 父母支持量表之因素相關係數摘要表······················································120 表 A-6 父母支持量表整體適配度各項指標··························································122 表 A-7 父母支持量表之個別測量變項之信度、潛在構念的成分信度、變異數平均解釋量 ····································································································123 表 B-1 教師支持量表預試題目內容及來源··························································128. 治政表 B-3 教師支持量表之因素矩陣及信度摘要表··················································131 大立表 B-4 教師支持量表之因素相關係數摘要表······················································131 表 B-2 教師支持量表項目分析結果摘要表··························································129. ‧ 國. 學. 表 B-5 教師支持量表整體適配度各項指標··························································132 表 B-6 教師支持量表之個別測量變項之信度、潛在構念的成分信度、變異數平. ‧. 均解釋量 ·····································································································133 表 C-1 基本需求滿足量表項目分析結果摘要表··················································137. Nat. sit. y. 表 C-2 基本需求滿足量表之因素矩陣及信度摘要表 ··········································138. io. er. 表 C-3 能力感分量表整體適配度各項指標··························································139 表 C-4 自主感分量表整體適配度各項指標··························································141. n. a. v. l C 表 C-5 聯繫感分量表整體適配度各項指標··························································142 ni. U. h. engchi 表 D-1 生涯自主動機量表項目分析結果摘要表··················································145 表 D-2 生涯自主動機量表之因素矩陣及信度摘要表··········································145 表 D-3 內在動機分量表整體適配度各項指標······················································146 表 D-4 認同調節分量表整體適配度各項指標······················································148 表 E-1 生涯定向量表之因素矩陣及信度摘要表 ··················································151 表 E-2 生涯確定分量表整體適配度各項指標 ······················································152 表 E-3 生涯滿意分量表整體適配度各項指標 ······················································153 表 F-1 學習投入量表之因素矩陣及信度摘要表 ··················································157 表 F-2 行為投入分量表整體適配度各項指標 ······················································159 表 F-3 情緒投入分量表整體適配度各項指標 ······················································160. v.

(10) 附錄圖目次圖 A1 父母支持量表之驗證性因素分析模式圖 ···················································122 圖 B1 教師支持量表之驗證性因素分析模式圖 ···················································133 圖 C1 基本需求滿足-能力感分量表驗證性因素分析模式圖 ······························140 圖 C2 基本需求滿足-自主感分量表驗證性因素分析模式圖 ······························141 圖 C3 基本需求滿足-聯繫感分量表驗證性因素分析模式圖 ······························142 圖 D1 生涯自主動機-內在動機分量表驗證性因素分析模式圖 ··························147 圖 D2 生涯自主動機-認同調節分量表驗證性因素分析模式圖 ··························148 圖 E1 生涯定向-生涯確定分量表驗證性因素分析模式圖 ··································152 圖 E2 生涯定向-生涯滿意分量表驗證性因素分析模式圖 ··································154. 政治大. 圖 F1 學習投入-行為投入分量表驗證性因素分析模式圖···································159. 立. 圖 F2 學習投入-情緒投入分量表驗證性因素分析模式圖···································161. ‧. ‧ 國. 學. n. er. io. sit. y. Nat. al. Ch. engchi. vi. i Un. v.

(11) 第一章緒論第一節. 研究動機與目的. 生涯議題是高中教育階段的重點輔導工作，筆者在教育現場從事輔導工作五年以來，不論是與家長、教師及學生的互動中，皆能感受到不同角色對生涯議題資訊的需求，除了外在資訊的瞭解外，如何與孩子面對生涯決策的互動，也常是家長諮詢的議題。在高中階段，高一下學期的選組及高三多元升學方式及科系的選擇，常是許多學生感受到挑戰的時刻，因為對他們來說，做出一個適合自己興趣、能力的生涯選擇並不容易，另根據Super（1957）的生涯發展階. 治政段理論，高中生正處於探索自我與環境的階段，且探索後必須做出初步的選大立擇，顯示高中生的生涯定向是需要也是被重視的。 ‧ 國. 學. Krumboltz（1994）指出，在生涯定向與決策的過程中，環境條件與事件是. ‧. 影響個人生涯決定的因素之一，而這樣的歷程幾乎是一個社群事件（community. Nat. sit. y. event）（Phillips, Christopher-Sick, &Gravino,2001），關係取向的生涯觀點認為，. er. io. 除了父母外，當事人的重要他人，如老師、朋友等，在個體生涯定向與抉擇的. n. al 歷程中，都扮演著重要的角色，可知欲探究個體生涯定向的歷程影響，應將人 iv 際互動關係納入考量。. Ch. n engchi U. 搜尋有關生涯定向的研究發現，大部分研究者關注個人背景變項（如性別、社會地位），個人內在因素（如自尊、決策型態、特質、自我概念、自我認定），或家庭因素（如父母依附關係）對生涯定向的影響，且大部分的研究對象皆為大學生，不僅探討高中生生涯定向議題的研究較少，以歷程的觀點同時探討人際脈絡及個人內在變項對生涯定向的影響更是付之闕如；也就是說，父母及教師在高中生生涯定向的脈絡歷程中扮演的角色，以及歷程中個體涉入的心理樣貌，是目前生涯領域中較少研究者探究的範疇。因此，本研究欲以高中生為對象，探討重要的人際支持及個體的心理歷程如何影響個體之生涯定向。. 1.

(12) Deci & Ryan於1985年提出的自我決定理論（Self-Determination Theory; SDT），其理論架構認為，當個體所處的環境脈絡能滿足個人心理上的三大基本需求-能力感、自主感、滿足感，則有助於個體內在動機的提升及良好的行為適應（Deci & Ryan,1985）。從SDT研究個體行為適應的歷程可看出，其同時重視外在環境脈絡與個體內在心理歷程（基本需求及動機）的關係，此歷程模式也已在許多領域中獲得支持。在教育方面，Vallerand（1977）以SDT理論為基礎，提出高中生輟學的動機模式發現，個體所知覺的父母、教師及學校行政人員的自主支持，會正向影響所知覺的學校生活能力感及自主感，進而影響學生的學習動機及求學意圖。Ntoumais（2005）運用SDT模式來瞭解學生體育課的認知. 政治大影響學生的學習自主動機，再對體育課的專注程度、未來選修意圖產生正面影立和情感體驗發現，教師的自主感支持會影響學生的需求滿足，透過需求滿足會. ‧ 國. 學. 響。在運動領域，林季燕（2003）運用SDT模式來瞭解高中籃球選手滿足感，. 發現精熟及表現的訓練氣候對個體能力感及自主感皆有正向影響，能力感及自. ‧. 主感對運動動機有正向影響，進而會影響滿足感。在休閒領域上，許建民（2006）. y. Nat. 研究發現，父母支持、教師支持、同儕支持會影響個體休閒基本需求滿足，進. io. sit. 而影響其休閒自主動機，再影響休閒參與行為及休閒滿意度。在志工研究部. er. 分，Gang（2003）發現，工作上的自主感支持及自主導向會正向影響志工工作. n. a. iv. l C 的需求滿足，其後正向影響志工的工作行為與情緒投入。由上述研究可知，SDT n. hengchi U. 的歷程模式大多應用於教育、運動、休閒及志工研究等領域，目前國內則尚無以此架構來研究生涯定向。. Guay,Senecal,Gauthier & Fernet（2003）最先以SDT為基礎來探討生涯定向，其以834位大學生為對象，建構一個以父母支持/控制、同儕支持/控制為前置變項，生涯自我效能、生涯自主動機為中介變項，生涯未定向為結果變項的模式，研究結果顯示該模式獲得支持，父母及同儕的支持行為都能正向預測生涯自我效能（能力感）及生涯自主動機，生涯自我效能（能力感）及生涯自主動機則負向預測生涯未定向。但是此研究對於SDT所提出之三大基本需求，只探討了. 2.

(13) 能力感，而未探討SDT最重要的自主感及聯繫感，且根據SDT的主張，需求的滿足有利於內在動機的提升，其也未探討能力感與生涯自主動機的關係，實屬可惜。此外，也有為數不少的跨文化心理學者認為SDT所強調的「自主性」僅適用於西方社會的特性價值，認為西方個人主義社會所崇尚之自我決定經驗在本質上與亞洲集體主義文化有所杆格（施淑慎，2008），Lepper、Corpus和Iyengar （2005）建議欲瞭解集體主義文化與個體行為表現間之關係，應以真正居住在亞洲國家的學生為研究樣本。. 由於國內尚未有以 SDT 模式來進行生涯定向的研究，對相關變項的現況仍不. 治政大足、生涯自主動機及生涯定向等 SDT 之歷程變項的現況；另為了更細部的瞭解立. 清楚，因此本研究的第一個動機乃是先瞭解父母支持、教師支持、基本需求滿. 背景因素對相關變項的影響，本研究之第二個動機則是探討不同性別、年級及. ‧ 國. 學. 學校性質的高中生在父母支持、教師支持、基本需求滿足、生涯自主動機及生. ‧. 涯定向的差異情形，以期瞭解目前台灣高中生所知覺的父母支持、教師支持、生涯決策基本需求的滿足情形、從事生涯行為的動機情形及生涯定向的程度，. y. Nat. io. sit. 並探討是否會受到性別、年級及學校性質的影響而有所差異。此外，為了探討. er. 起源於西方文化社會的自我決定理論，是否能適用探討台灣高中生的脈絡支持. n. a. v. i 模式，探討台灣高中生 l C 與生涯定向間的關係，本研究的第三個動機即是以 nSDT. hengchi U. 所知覺的父母支持、教師支持、基本需求滿足及生涯自主動機影響生涯定向之歷程。. 學習投入（engagement）是指學習者在學習歷程中表現持續的行為與心理的涉入（learning involvement），並伴隨正向情緒、展現出多面向的學習成果（李宜玫，孫頌賢，2010）。相關研究顯示，學習投入會受到環境脈絡（例如教師提供自主支持環境）、學習基本需求滿足（能力感、自主感與聯繫感）、學習自主動機等因素不同程度的影響（李宜玫，孫頌賢，2010；施淑慎，2008；林哲立，2010），然而上述研究都是在學習情境下所建立的關係模式。本研究想進. 3.