高職生期望價值、正向學業情緒與生涯自我效能之關係

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Title:	高職生期望價值、正向學業情緒與生涯自我效能之關係
Other Titles:	A Study of Relationships among Expectancy-Value, Positive Academic Emotions, and Career Self-Efficacy of Vocational High School Students.
Authors:	陳怡文 CHEN,YI-WEN
Contributors:	林啟超 LIN,CHI-CHAU 教育研究所
Keywords:	期望價值;正向學業情緒;生涯自我效能;高職學生 expectancy-value;positive academic emotions;career self-efficacy;vocational high school students
Date:	2019
Issue Date:	2019-12-16T04:31:21Z (UTC)
Abstract:	本研究旨在探討高職生期望價值、正向學業情緒與生涯自我效能之關係。以正向學業情緒為中介，探討期望價值和生涯自我效能間之關係，並建構出生涯自我效能理論模式。研究以問卷調查法方式，先採取便利取樣，以164位學生為預試樣本檢驗「期望價值量表」、「正向學業情緒量表」與「生涯自我效能量表」之信度和效度，再以896位學生為正式樣本研究對象，並進行施測研究，藉由Hotelling T2、MANOVA、皮爾森積差相關以及結構方程模式分析來考驗各項假設。本研究結果分述如下：一、高職生的期望價值、正向學業情緒與生涯自我效能之現況皆為中上程度。二、不同背景變項(性別、年級、就讀類群)在高職生期望價值上部分達顯著差異。三、不同背景變項(性別、年級、就讀類群)在高職生正向學業情緒上部分呈現顯著差異。四、不同背景變項(性別、年級、就讀類群)在高職生生涯自我效能上有部分顯著差異。五、高職生期望價值、正向學業情緒與生涯自我效能間呈現中高度顯著正相關。六、高職生之期望、價值對正向學業情緒具有直接效果。七、高職生之期望、價值對生涯自我效能具有直接效果。八、高職生之正向學業情緒對生涯自我效能具有直接效果。九、高職學生的正向學業情緒在期望價值與生涯自我效能中具有中介效果。 The purpose of this study was to investigate the relations among expectancy-value, positive academic emotions and career self-efficacy of vocational high school students. Taking the positive academic emotions as a mediator, considering the relationship between expectancy-value and career self-efficacy, were based on these relations to construct theoretical model of career self-efficacy. The methodology of this research was a questionnaire survey, using convenience sampling. First, 164 students were regarded as pre-samples to test the reliability and validity of the “ Expectancy-Value Scale”, “Positive Academic Emotions Scale”, and “Career Self-Efficacy Scale ”. Then, 896 students were used as the final sample. The data was analyzed using descriptive statistics, one-way MANOVA, Hotelling T2, Pearson product-moment correlation, and structural equation modeling.The main findings were listed as follow:1.The expectancy-value, positive academic emotions, and career self-efficacy of vocational high school students were above average scores.2.The vocational high school students of various backgrounds (gender, grade, major) had some of significant differences in expectancy-value.3.The vocational high school students of various backgrounds (gender, grade, major) had some of significant differences in positive academic emotions.4.The vocational high school students of various backgrounds (gender, grade, major) had some of significant differences in career self-efficacy.5.There were significantly positive correlation among expectancy-value, positive academic emotions, and career self-efficacy.6.The vocational high school students’ expectancy-value had direct effects on positive academic emotions, respectively.7.The vocational high school students’ expectancy-value had direct effects on career self-efficacy, respectively.8.The vocational high school students’ positive academic emotions had a direct effect on career self-efficacy.9.The vocational high school students’ positive academic emotions was a mediator between expectancy-value and career self-efficacy.
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