生涯諮商介入策略對國中學生認知複雜度與生涯自我效能的影響

The Effects of Career Intervention Strategies for Improving Cognitive Complexity and Career Self-Efficacy of Junior-High Students

本研究的主要目的在檢驗生生涯諮商介入策略能否促進國中學生生涯建構的改變，以及增進生涯決定自我效能。受試者之生涯建構系統為低分化、低統整與高衝突者，共計實驗組與控制組各18人（男女各半），接受包括（1）意義增強諮商之生涯方格；（2）職業組合卡；（3）電腦輔助職業輔導系統；（4）平衡單等四種認知訊息處理方案之生涯諮商介入策略。研究結果發現，受試者的統整性與分化性並未如預期提高，衝突性並未如預期的降低。在分化性的部分，同屬實驗組的男、女國中生在分化性後測上有顯著差異，男學生的分化性高於女學生。在生涯自我效能部分，本研究發現實驗組的生涯自我效能在三週後的追蹤評量分數高於控制組；在性別差異與實驗處理的交互作用方面的差異則不顯著。

This was a third-year project in three-year research program to develop effective career intervention strategies using cognitive approach for junior high school students. This research was designed to: (a) develop a repertory grid technique for assessing the career construct system of junior high school students (first year); (b) investigate the relationship between the career construct system and career maturity (second year); and (c) develop career counseling strategies for under developed students in terms of cognitive complexity (low career integration and career differentiation) based on the cognitive information processing approach (third year.)The present study tested the assumptions that career intervention based on cognitive information processing would affect career complexity and career self-efficacy. Thirty-six participants， who were pretested for levels of cognitive differentiation， integration， conflict and career self-efficacy， participated in either the experimental group or the control group. Participants in experimental group completed four counselor-administered one-to-one career interventions including (a) meaning-enhancement for Repertory grid， (b) Card sort， (c) Computer-assisted vocation information system， and (d) balance sheet. Post-test and 3-week follow-up assessments indicated that， participants did not significantly change their levels of cognitive differentiation， integration and conflict over time across groups. However， male participants increased their levels of differentiation significantly more than female participants in the experimental group. In addition， participants in the experimental group increased in levels of career self-efficacy over three week follow-up. These effects were not qualified by significant interactions by sex， which suggested no differential impact of sex on career self-efficacy. Results are discussed in relation to the literature on cognitive complexity， cognitive development， career self-efficacy and cognitive information processing.