國民中小學學生智力水準與職業興趣之相關研究

教育是一個經過特殊設計的連續成長過程，其目的在促進個人的充分發展。然而人的秉賦不均，有聖賢才智平庸愚劣之分。因此，所謂平等的教育機會不僅意味著每一個人具有入學接受教育的權利，同時也表示每一個人都能接受適合其能力的教育。資賦優異與智能不足學生在智力分配上趨於兩極端，他們的身心特質，諸如心智成熟度、自我觀念、情緒穩定性、性向與興趣等，均與普通學生有所差異，值得重視。其中興趣恰似船上之舵，決定個人的成就方向，而職業興趣則指引著個人職業發展的途徑。透過職業行為的表現，個人一方面能充分發揮潛能，力求自我實現；另一方面則能服務他人而顯出自我的價值與成就感。就「人盡其才」的教育理想而言，資賦優異學生得天獨厚，其秉賦超人一等，照說，「聰明才力愈大的人，當盡其能力以服千萬人之務，造千萬人之福」；智能不足學生則得天獨薄，其秉賦遜人一籌，照說「全無聰明才力的人，也應該盡一己之能力，以服一人之務，造一人之福」。何況他們並非全無聰明才力之人！由此可見，對於不同智力水準學生的職業興趣及其職業發展過程中的一些影響因素，實有加以探討的必要，俾供職業輔導的參考。本研究共有四項主要目的：1. 瞭解資賦優異、智力普通與智能不足三類學生的職業興趣。2. 比較資賦優異、智力普通與智能不足三類學生職業興趣的差異情形。3. 探究個人職業發展過程中的影響因素。4. 歸納研究結果，提供職業輔導的參考。

The purposes of this study were：（1）to investigate the vocational preference of the bright， normal and mentally retarded students.（2） to compare vocational interests among the bright， normal and mentally retarded students.（3） to search for influential factors and effective guidelines in the area of children’s career development.The sample was drawn from ten schools in Taipei city， composed of 192 fifth graders and 288 eighth graders. Based on Holland’s paradigm1973 ， The Vocational Inventory（VII）in Chinese was devised and administered to the subjects. The VII consists pf 118 items pf six types of vocational interests， i.e.， realistic， investigative， artistic， social， enterprising and conventional. The data obtained were treated by a principle asix factor analysis and two and three─way analysis of covariance with social economic status as covariate.The main findings of this study were as follows：\r（1）The bright and normal students had similar factor structure in vocational preference， while the retarded showed less differentiation with only one factor emerged.（2）Grade effects were significant on five types of vocational interests， i.e.， realistic， investigative， artistic， social and conventional. The higher grade students indicated more interests in these areas.（3）There were significant sex differences in the vocational choice：boys preferred realistic and investigative occupations， while girls preferred artistic and social ones.（4）There were significant intelligence effects. The retarded showed much fewer vocational interests in all types than the other two intelligence groups. It suggests that the retarded might be short of occupational information. On the other hand， the bright students expressed more interests in investigative and artistic domains than normal students. This is in accordance with their abilities as well as social expectations.Based on the findings of this study， it is recommended that：\r（1）It is necessary to provide more occupational information for elementary and junior middle school students in order to widen their knowledge for career development.（2）Because bright students preferred investigative and artistic occupations and showed earlier differentiation， it is wise to provide them with more information and opportunities of development in these fields in time.（3）For the mentally retarded， it is important to develop their abilities in the area of daily living， personal─soc8al affairs and prevocational skills.