師範校院體育系學生生涯發展與生涯阻隔

The study on students' career development and career barriers for Physical Education students

目的：探討師範校院體育系學生之生涯發展與生涯阻隔情況，並比較不同背景變項學生在生涯發展及生涯阻隔之差異，同時探討生涯發展與生涯阻隔間之相關情形。方法：研究對象為臺灣地區八所師範校院體育系學生，採用問卷調查法進行普測，總計發放1,476份問卷，有效回收問卷1,250份。資料以描述性統計、t考驗、單因子變異數分析及典型相關進行分析。結果：師範校院體育系學生：一、生涯發展分量表中，對「生涯探索」之發展較佳，而於「生涯定向」及「生涯規劃」之發展較差。二、生涯阻隔分量表中，在「猶豫行動」構面所知覺到的阻隔較高，而在「學習狀況與困擾」構面所知覺到的阻隔較低。三、因性別、就讀學校、年級及有無修習教育學程之不同，在生涯發展與生涯阻隔上有差異。四、生涯發展與生涯阻隔間呈負相關，且生涯發展之「生涯定向」、「生涯規劃」及「生涯探索」分別為影響生涯阻隔之「意志薄弱」、「猶豫行動」、「資訊探索與特質表現」、「方向選擇」及「學習狀況與困擾」的主要因素。結論：師範校院體育系學生因教師甄試競爭激烈的情況下，對生涯定向及規劃之發展較差，則其所知覺到的生涯阻礙亦相對提高。另外，不同背景變項的學生在生涯發展與生涯阻隔確實有顯著差異，且生涯發展與生涯阻隔間具有高度的相關性。Purpose: This study was to investigate students' career development and career barriers among Department of Physical Education in teachers' colleges. By comparing the differences among different demographic variables on students' career development and career barriers among Department of Physical Education in teacher colleges in Taiwan, the relationship between career development and career barriers were also discussed. Methods: The participants were the students of Department of Physical Education from eight teacher colleges. One thousand and four hundred seventy six questionnaires were distributed, and 1,250 valid questionnaires were retrieved. Data analysis was made by descriptive statistics, t-test, single factor variance and typical related model. Results: 1. In terms of career development subscale, students scored higher on 'career exploration', and scored lower on 'career direction' and 'career planning'; 2. In terms of career barriers subscale, students perceived more 'hesitant movement barrier', and perceived less 'learning situation and difficulties barrier'; 3. Differences were found on career development and career barriers among students with different gender, school, year in school or educational program experienced; 4. Negative relationship was found between career development and career barriers. Conclusion: 1. The students of department of physical education in universities of education had weaker career direction and planning, and they were feeling stronger career difficulties. 2. The students of different background variables different career development and barriers. 3. There is a high relevancy between students' career development and career barriers.