| Summary: | 碩士 === 國立臺灣師範大學 === 教育心理與輔導學系在職進修碩士班 === 101 === Abstract
The purposes of this research were to explore the differences of school adjustment, coping strategies, and career intention of senior vocational school technical-art elite students and non-technical-art elite students with different background variables; and the relationships between of school adjustment, coping strategies, and career intention The participants of this research were 673 first grade and second grade students from 16 senior vocational schools in Taoyuan County. The instruments used in this research included School Adjustment Scale, Coping Strategies Scale, and Career intention Scale. And, the statistical methods used in this research included MANOVA, Pearson product-moment correlation, and multiple stepwise regression analysis.The main results of the study are described as the followings：
1.There were interactions among different identities ( technical-art elite and non-technical-art elite ) and grades(first, second ), different identities and different kinds of school ( public, private ) in the subscales of School Adjustment Scale of senior vocational school students.There were significant differences in different genders and family anticipation ( advanced study, employment, no idea ) in school adjustment.
2.There were interactions among different background variables ( identity, kind of school ) in the subscales of Coping Strategies Scale of senior vocational school students. The senior vocational school students of different background variables ( gender, grade ) showed significant differences in coping strategies. There were no significant differences in different family anticipation in coping strategies.
3.The senior vocational school students of different background variables ( gender, kind of school, family anticipation ) showed significant differences in career intention. There were no significant differences in different grade in career intention.
4.The senior vocational school students’ coping strategies were significant in predicting school adjustment. In addition, restructuring coping was the most dominant factor in predicting peer relations and teacher-student relations in school adjustment；solve-problem coping was a good predictor of both the learning method adjustment and learning habit adjustment；Solve-problem coping was the most dominant factor in predicting the learning attitude adjustment.
5.The senior vocational school students’ coping strategies were significant in predicting career intention. In addition, solve-problem coping was the most dominant factor in predicting the advanced study intention；Avoidance-oriented coping was the most dominant factor in predicting the employment intention.
6.The senior vocational school students’ school adjustment was significant in predicting the advanced study inclination of career intention；School adjustment was not significant in predicting the employment intention.
Finally, based on the findings, suggestions for institutions, guidance and future studies were provided.
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