| Summary: | 碩士 === 臺南師範學院 === 國民教育研究所 === 87 === The main purpose of this study were (1) to investigate the factors affecting on the career self-efficacy, career motivation and career maturity (2) to investigate the difference of the career development between male and female teacher college students (3) to provide suggestions for education and guidance. Three sets of influences- background, psychological and environmental were assumed to affect the career self-efficacy, career motivation and career maturity of teacher college students. Background factors such as gender, grade, major and socioeconomic status. Psychological factors such as self-esteem, sex role, locus of control and work values. Environmental factors such as parents support, relatives support, personal influencers and support for women working.
The subjects were 555 teacher college students selected from nine teacher colleges. The instruments used in this study were (1) Occupational Questionnaire(一) (2) Career Motivation Scales (3) Career Maturity Inventory (4) Environment Scales (5) Locus of Control Inventory (6) self-respect Inventory (7) Sex Role Inventory (8) Work Value Inventory. The statistic analysis was performed with two-way ANOVA, two-way MANOVA, stepwise multiple regression and canonical correlation analysis. The main findings of this study were as follows:
1.There was significant interaction effect on career self-efficacy among different gender and self-esteem levels of the teacher college students.
There were significant differences in career self-efficacy of the different gender, sex role types, locus of control levels, parents support levels, and personal influencers levels of teacher college students.
2. There was significant interaction effect on career/education aspiration, career commitment and mastery motivation among different gender and parents support levels of teacher college students.
There were significant differences in career/education aspiration and career commitment between male and female teacher college students. There was significant difference in mastery motivation of different levels of support women for working of teacher college students. There were significant differences in career/education aspiration, career commitment and mastery motivation among different sex role types, work value types, self-esteem levels, locus of control levels and relatives support levels of teacher college students.
3. There were significant interaction effects on career maturity among different gender and parents support levels, gender and personal influencers levels of the teacher college students.
There were significant differences in career maturity among different grades, self-esteem levels, sex role types, locus of control levels and work value types of teacher college students.
4. Background, psychological and environmental factors contributed significantly to the prediction of career self-efficacy, career/education aspiration and career maturity of teacher college students. Psychological and environmental factors contributed significantly to the prediction of career commitment and mastery motivation.
5.There were four significant canonical factors between three influence sets and five career variables.
Applications for the results of the study and suggestions on implementation of career guidance for teacher college students and future research were also provided.
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