2015年08月 43-1 職涯妥協的滿意度後效:以學系特徵為調節變項

蔡秦倫 王思峯

私立輔仁大學
心理系

 
大專青年失業率比起其他年齡層高出許多,大抵問題為「高成低就」及「學用落差」。本文採用社會-心理取向的框限妥協觀(the circumsc ription-compromise theory)為基礎,重構了兩類妥協,即垂直妥協(高成低就)與水平妥協(學用關聯),並關注其後效(三種滿意),亦強調了教育機會結構特徵(文理-專業類型)在兩類型妥協對後效的調節效果。研究資料採用輔仁大學96、97 學年度畢業一年大專畢業生之調查資料,分別以多元迴歸及結構方程分析進行探究。結果發現,在妥協主效果中,兩類妥協對滿意度皆有負向影響,且垂直妥協的影響力高於水平妥協(假設1、1a)。此外,在教育機會結構特徵(文理-專業類型)的調節效果中,文理型在意垂直妥協,而不在意水平妥協(未達顯著水準);而專業型除了對兩類妥協皆在意,且在意水平妥協的程度高於垂直妥協之趨勢(假設2、2a、2b)。橫跨學職兩端的職涯滿意更適合作為妥協的後效。本研究亦提出:(1)妥協概念由強度觀轉向類別觀;(2)顯現框限妥協觀的機會結構調節性範型。在輔導實作面,對妥協的介入,可強化學子對職業我的認識;亦可強化學子對機會結構的自我期望與覺知歷程,以調節面臨的垂直、水平妥協。因而,以職業資訊系統作為介入方案,或許是恰當方向。
 
關鍵詞:垂直-水平妥協、框限-妥協觀

關鍵字
垂直-水平妥協、框限-妥協觀

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