大學生教育抱負與職業抱負之縱貫性研究 A Longitudinal Study of Educational Aspirations and Occupational Aspirations Among College Students
摘要
本研究旨在探討大學生在大學四年之教育抱負與職業抱負的改變情形，並分析性別與就讀領域對這兩種抱負影響的情形。本研究以1,090位大學生為對象，以四次的自填式問卷為工具，持續追蹤其大一至大四教育抱負與職業抱負的成長軌跡，以及性別與就讀領域對於抱負起始狀態及成長速率的影響。本研究採用階層線性分析模式，結果顯示：一、對於教育抱負與職業抱負的發展皆有相同的趨勢，大學生的教育抱負在大一至大三時逐漸下降，大四則有些微上升。二、性別與就讀領域的不同，會造成大學生在起始狀態中教育抱負的差異化，研究顯示男大一生的教育抱負顯著高於女大一生，理工領域大一生的教育抱負顯著高於人文社會領域大一生，但在職業抱負的初始狀態，性別與就讀領域並不會造成其差異。三、性別與就讀領域的差異不會造成教育抱負與職業抱負在成長速率的影響。依據上述分析結果，本研究提出對教育實務及未來研究的建議。 Background The universalization of higher education has presented college graduates with challenges related to underemployment and insufficient compensation. Understanding how the educational and occupational aspirations of college students develop is crucial to developing career counseling programs to help such students succeed in the competitive job market. Most studies of the educational and occupational aspirations of college students in Taiwan have relied on cross-sectional data. Cross-sectional studies assess variables at specific time points and are prone to biases because they cannot determine how variables change over time. Therefore, the current study explored how the educational and occupational aspirations of college students change over the 4 years of college study. Literature Review Aspirations are life goals that are often influenced by personal and social values (Wolbers et al., 2011). Research on social education has categorized aspirations into educational and occupational aspirations (Teravainen-Goff et al., 2020). Educational aspirations refer to educational desires or goals; occupational aspirations refer to occupational preferences and goals regarding future occupational roles (Hauser et al., 1983). Educational and occupational aspirations may change over the 4-year college period (Sharf, 2006). According to Gottfredson (1981), gender and academic field may influence the development of aspirations among college students. In sum, the current study examined the development trajectories of the educational and occupational aspirations of students from their first year to the f