英國中學障礙與非障礙學生之生涯成熟及障礙學生生涯成熟構念模式之研究

Career Maturity of Secondary School Students with and without Disabilities in the United Kingdom and a Conceptual Model in Career Maturity of the Disabled Students

本研究之主要目的有四：（1）探討障礙與非障礙學生自我觀念及生涯成熟之相關，（2）比較不同障礙狀態（障礙、非障礙）、障礙類別（聽障、視障、肢障）、與教育安置型態（普通班、特殊學校）之學生一般生涯成熟之差異，（3）比較不同障礙類別與教育安置型態之障礙學生特殊生涯成熟之差異，與（4）建立障礙學生生涯成熟構念模式。研究樣本為英國約克夏郡14所普通中學及5所特殊學校中236位中學生，其中包括121位聽障、視障或肢障學生，及115位非障礙學生。研究工具為「田納西自我觀念量表」、「生涯態度與生涯覺知量表，ICAA」、及「障礙學生對障礙的態度與認識量表，QSD」。後二者為研究者自編之研究工具。ICAA係為測量障礙與非障礙學生之一般生涯成熟而設計，QSD則為測量障礙學生特殊生涯成熟而編製。研究結果顯示：1、自我觀念與生涯成熟之相關方面：雖然障礙與非障礙學生之部份自我觀念與生涯成熟層面間，有顯著相關，但其整體自尊與整體一般生涯成熟間，並無顯著相關。此一研究發現與Super在其生涯發展理論中，所提出自我觀念與一般生涯成熟間具有密切關係之假設相左。唯障礙學生之自我觀念、整體自尊與特殊生涯成熟間，則具有顯著相關。2、一般生涯成熟之差異方面：不同障礙狀態之學生，與就讀於不同教育安置型態之障礙學生，其整體一般生涯成熟具有顯著差異。經多變項事後分析發現，障礙學生與非障礙學生，及就讀於普通學校與特殊學校之障礙學生之一般生涯成熟的主要差異，則在於其對「工作世界之認識」。非障礙學生之表現顯著優於障礙學生；就讀於普通學校之障礙學生表現顯著優於特殊學校之障礙學生。至於不同障礙類別的障礙學生，其在一般生涯成熟上之表現，則無顯著的整體差異。3、特殊生涯成熟之差異方面：不同障礙類別及教育安置型態之障礙學生，其特殊生涯成熟有顯著辛苦的整體差異。聽障學生在其「對障礙的認識」上，分別比視障、肢障學生之表現為差。普通學校的障礙學生比特殊學校的障礙學生在「對障礙的認識」、「對障礙的接納」、與「瞭解障礙對生涯發展的影響」上，有較優異的表現。4、根據文獻探討並經初步驗證後，本研究除提出一障礙學生生涯成熟構念模式外，並針對研究所得結果提出在學生生涯教育與輔導上之應用建議，同時對於生涯成熟測量工具之編製、修正Super的生涯發展理論及Wright的接納障礙之價值觀轉變論，也作一討論與建議。

The main purposes of this study were to established a conceptual model in career maturity for disabled students and to understand the differences in career maturity between/among students with different characteristics, in particular disability status-disabled or nondisabled. Since there were no available instruments for assessing the students' special and general components of career maturity, two measures of career maturity were developed and their reliability and validity examined. A sample of 236 students participated in the study, including 121 students with hearing, physical, or visual impairments and 115 nondisabled students from 14 mainstream and 5 special schools in Yorkshire. Results indicated that some aspects of self-concepts significantly correlated with some aspects of general components of career maturity in the disabled and nondisabled students but no significant correlation was found between overall self-esteem and global general components of career maturity (i.e., career attitude and career awareness) in the students. Overall significant differences in global general components of career maturity were found in students of different disability status and educational settings. Nondisabled and disabled students in mainstream and special schools chiefly differed in their knowledge of the world of work. However, there was no overall significant different in career attitude and career awareness found in students with different types of disability. The disabled students with various types of disability and educational settings had global significant differences in their special components of career maturity (i.e., attitude towards and awareness of disability). The students with hearing impairments had poorer awareness of their own impairments than those with physical and visual impairments. The students in mainstream schools appeared to be more aware of their impairments and the impact of disability on career development and were able to accept their impairments better than those students in special schools.