大學轉變科系學生生涯決定歷程

A Qualitative Research of Career Decision Making Process of College Students Who Changed Their Majors

本研究旨在探討「大學轉變科系學生生涯決定歷程」。研究者以南部某大學11位已轉變科系學生為研究對象，根據最大變異法原則，採立意與滾雪球取樣的方式選取受訪者，使用質性研究之深度訪談法蒐集資料，冀能深入了解受訪者想法與其所建構的意義世界。本研究主要發現如下:1．影響轉變科系之因包括:興趣、性向與能力、升學觀、社會價值取向、自尊需求、脫離困境、家庭因素、嘗試心態與經濟因素等;另有宗教與對知識的追求兩因素，為進行研究後之重要發現。2．研究者從訪談資料中歸納出12項影響生涯決定歷程之因素，包括:「興趣」、「決策方式」、「生涯資訊」、「職業觀」、「價值觀」、「自我概念」、「宗教」、「阻力」、「過去經歷」、「社會聲望」、「學習經驗」與「生涯信念」。此12項因素可再進一步歸納為「個人特質」、「決策技巧」、「認知結構」、「神秘經驗」、「環境因素」與「學習經驗」等六大類因素。3．課業與生活適應是否良好與是否轉變到和原科系相同背景、轉變到符合出身性向之科系及個性較主動積極者相關。

The purpose of the research is to explore 'career decision making process' of college studentswho changed their majors by qualitative method. The researcher intends to understand factorsinfluence subjects' career decision making process, adjustment and future career development.Through pilot study, the research questions and directions were clarified and focused. Then, elevencollege students who changed their major were chosen to be the samples based on maximum variationsampling, purpose sampling and snowball sampling . Several in-depth interviews were used to collectdata to understand what subjects' thoughts and their meaningful inner world deeply. Qualitativeanalyses of the interviews were applied. And the results of the analyses are as follows :1. Factors that influence college students to change their majors include interest, aptitude andability, diploma, social value orientation, self-esteem need, escape from predicament, family factors,chance of trying, and economic factors. Another two factors .'religion' and 'pursuing the knowledge',are essential findings of this research.2. Twelve influential factors of the career decision making process are 'interest', 'decisionmaking style', 'career information', 'vocational values', 'general values', 'self image', 'religion','barriers', 'past experiences', 'occupational prestige', 'learning experiences', and 'career beliefs'.Those factors can be classified into six categories '.'personal traits', 'skills of career decision making ','cognitive structure', 'mystic experiences', 'environment', and 'learning experiences'.3. Students who have better academic performance and life adjustment are those who (1) changeto the same background departments which are congruent with their aptitudes, and (2) have initiativeand active personalities . On the contrary , students who have bad academic performance and lifeadjustment are those who (1) change to the departments which are either very different from theirinitial backgrounds or not congruent with their aptitudes, and (2) have passive and introvertpersonalities which will often result in being lonely and lacking the opportunity of interpersonalinteraction.