國小六年級學生科學生涯選擇之探討

A Study on Science-related Career Choice of Six Graders in Elementary School

本研究以社會認知生涯理論為基礎，旨在透過PISA 2006學生問卷中有關科學「自我效能」、「結果期待」、「興趣」與「生涯意向」的相關題目組成問卷，進行資料分析，企圖建構一套國小學生科學生涯選擇的因素結構模型，並進一步探究科學學業成就對科學生涯選擇的影響與不同性別學生在科學生涯選擇上的差異。
本研究發現，國小六年級學生科學生涯選擇模式與社會認知生涯理論中的生涯選擇模式略有不同，科學自我效能對科學生涯意向的迴歸係數不顯著，但科學自我效能仍能透過科學結果期待與科學興趣對科學生涯意向產生間接影響，且在校科學成績僅和科學自我效能相關，和文獻探討指出個人的學業成就也會對結果期待產生直接影響相悖。另外，影響國小六年級學生未來是否選擇以科學作為生涯發展方向的因素，並未呈現性別差異的存在，唯女學生在此階段已出現負向的科學生涯意向表現，是值得注意的現象。

Based on social cognitive career theory, the aim of this study was to develop and examine a set of elementary school students' science-related career choice structural equation modeling by analyzing datas from 2006 PISA questionnaires which contained questions of science self-efficacy, science outcome expectation, science interest, and science career-choice intentions. In addition, this study also centered on investigating how gender and science performance level effects elementary school students' science-related career choice.
The findings of this study revealed that elementary school six graders' science-realated career choice modeling is slightly different from career-choice modeling of social cognitive career theory in two ways. On one hand, the standardized regression of science self-efficacy on science-related career-choice intentions is not significantly different. Science self-efficacy only has indirect influence on science-related career-choice intentions through science outcome expectation and science interest. On the other hand, science performance level is significantly related to science self-efficacy but not significantly realated to outcome expectation.
Furthermore, in terms of the effect on elementary school six graders' science-realated career choice, gender shows no significant difference. However, it’s noteworthy that negative attitude toward science-related career choice is already appeared on six-grade female students in elementary school.
Finally, according to the findings, some suggestions for future applications were proposed on the basis of the discussions provided in this study.