2002年3月 11-3國三學生選擇甄選入學學校之抉擇歷程與其影響因素
| 劉淑慧 | 林怡青 |
| 彰化師範大學輔導與諮商學系 | 領東高級中學 |
本研究旨在瞭解國三學生選擇甄選入學學校的抉擇歷程，並探討學生的性別、社經地位、學業表現與其甄選入學抉擇歷程之關聯性。
本研究採用問卷調查法，以自編的國三學生甄選入學抉擇歷程問卷作為研究工具，採用分層比例方便叢集抽樣，共得到936 份有效問卷，回收率為93.6% 。研究發現如下。
一、國三學生的甄選入學抉擇歷程可以區分出三個階段，國一前後進入覺察任務階段，開始接觸高中職五專資訊，暸解自己身負選擇畢業後升學就業方向的責任﹔到了國三才漸漸進入設定範園階段，開始認真考慮甄選入學學校科別﹔一直到基本學力測驗結束或接到測驗成績之後，圈中生才進入形成決定階段，確定要申請的學校科別。
二、在整個抉擇歷程中，圈中生最頻繁也最重要的高中職五專資訊來源，是高中職五專所發送的簡介資料與推甄簡章。
三、不同階段有不同的重要他人。在覺察任務階段，老師被視為最重要的資訊提供者﹔但在設定範圍與形成決定兩階段，父母的意見最具影響力。
四、不同階段有不同的考慮因素。在覺察任務階段，國三學生最看重的資訊內容是未來職業出路、學校聲望、錄取情形、未來進修管道﹔在設定範圍階段，則依據興趣、能力成績、父母期望、學費等因素，刪除不符合自我概念的選項，替自己設定二至五個選擇範圍﹔在形成決定階段，則依據學力測驗成績，比較自己原先的設限範團與測驗成績所顯示的可取得範園，從而做出最後決定。
五、性別、社經地位、學業表現均與甄選入學抉擇歷程相關。不同性別在重要資訊提供者、設定範園時間、設限範園、重要篩選理由等方面具有顯著差異，差異方向與性別角色刻板化相符。不同社經地位者在覺察任務時間、重要篩選理由、形成決定時間、重要選擇理由等方面具有顯著差異﹔不同學業表現者在覺察任務時間、重要資訊內容、設定範園時間、設限範園、重要篩選理由、形成決定時間、影響決定者等方面均呈現顯著差異，社經地位低、學業表現差者的生涯抉擇階段發展較遲嫂，在多元入學制度中可能更居弱勢。
前述發現符合本研究所提出的甄選入學抉擇研究架構，形似Gottfredson( 1981 ）設限與妥協理論之縮影，亦可視為Gati ( 1986 ）依序刪除模式的精緻化。研究者針對此研究結果提出未來研究及實務工作方面的建議。
關鍵字
生涯決定、教育還擇、抉擇歷程、多元入學、推甄入學
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