幼兒教保系學生之社會支持、自我效能、結果預期及興趣對職業意向之影響

The Relationships among Social Support%2C Self-Efficacy%2C Outcome Expectations%2C Interest%2C and Career Intention of Early Childhood Care and Education Department Students

本研究以社會認知生涯理論為基礎，探討社會支持、自我效能、結果預期、興趣及職業意向之關係， 並針對所建構之模式進行適配度考驗。本研究以叢集抽樣方式，抽取南部地區之幼兒教保系學生共 597 人，作為本研究之研究樣本。結果發現：（1）本研究所建構的理論模式具有良好的適配度，可 以用來解釋所蒐集之觀察資料；（2）社會支持對自我效能與結果預期具有直接的影響效果；（3）自 我效能對結果預期及興趣具有直接的影響效果；（4）結果預期對興趣具有直接的影響效果；（5）興 趣對職業意向具有直接的影響效果。最後，本研究針對研究結果進行討論，並提出相關建議及未來 研究方向以供參考。

The present study aimed to investigate the relationships among social support， self-efficacy， outcome expectations， interest， and career intention based on the social cognitive career theory. Cluster sampling was used to collect data consisting of 597 students in the departments of early childhood care and education from southern Taiwan. The following results were found: (1) The theoretical model proposed by the study had sound goodness of fit with the empirically observed data. (2) Social support had direct effects on self-efficacy and outcome expectations. (3) Self-efficacy had direct effects on outcome expectations and interest. (4) Outcome expectations had direct effects on interest. (5) Interest had direct effects on career intention. Finally， detailed results and suggestions for further research and implementation were discussed.