| 摘要: | 本研究之研究目的，主要探究非相關科系學生進入心輔所的生涯轉換歷程(包涵轉換前、轉換中與轉換後的認知內容，影響轉換歷程的重要想法，與轉換歷程對轉換者的影響)，以及影響生涯轉換之因素。以紮根理論研究法進行資料分析，邀請六位非相關科系心輔所學生，進行半結構式的深度訪談。研究結果如下：
一、非相關科系心輔所學生生涯轉換歷程之共同性，可分為三大階段八個小階段。三大階段為：轉換前<思考未來>、轉換中<選定轉換目標>、轉換後<邁向諮商之路>。轉換前含括外在職業的了解與內在自我的探索；轉換中含括錄取率考量與未來評估、轉換壓力、尋求支持；轉換後含括初期的不適應與調適、實習的影響與調適、邁向諮商之路。
二、影響非相關科系心輔所學生生涯轉換歷程之因素，分為「影響非相關科系心輔所學生生涯轉換之因素」與「影響非相關科系心輔所學生轉換至心輔領域之因素」。前者分為個人內在因素(對原領域沒有興趣、個人喜好、對未來的思考、宗教信仰)與外在環境因素(裁員經驗的衝擊、社會價值的影響、重要他人影響、畢業的時間性)。後者亦可分為個人內在因素(個人喜好、人格特質、個人經驗)與外在環境因素(考試利多、課程影響、同儕影響」、老師影響、社團影響、對未來發展的評估)。
三、非相關科系心輔所學生生涯轉換中的重要想法，包括有神帶領他走轉換的路、船到橋頭自然直、想當小學老師的信念、給別人我的愛，大家更幸福的活著、人是可以掌握自己的生命的、凡事只能靠自己、要成功要有成就。
四、生涯轉換歷程對非相關科系心輔所學生之影響，包括對自我的覺察、對學習領域的覺察、對宗教力量的覺察以及對生命的覺察。
最後根據研究發現，針對學校與未來研究提出具體建議。
The goal for this research is to study those students from non-psychology and guidance major whose career transition processes, (including the cognitive content of pre-transition, in-transition, and post-transition; important thoughts in transition processes; and the effect caused by the transition processes)，and the factors for the career transition. My study was based on the groundedtheory method and invited 6 students from non-psychology and guidance major in under graduate school, proceeding with semi-structural interview in depth. Research result as below:
1. The similarities of those students from non-psychology and guidance major in under graduate school, whose career transition can be divided into 3 higher phases: pre-transition (thinking of future); in-transition (choosing a goal); post-transition (into counseling).
2. The factors for those students from non-psychology and guidance major in under graduate school, whose career transition processes can be divided into “factors which affect those students from non-psychology and guidance major in under graduate school to go for career transition” and “factors which affect those students from non-psychology and guidance major in under graduate school to go for career transition to psychology and guidance major in graduate school”. The former could be divide into personal inner factors(no interest in the old major, personal favorite，thinking of future and religious belief) and outer environmental factors(impact of company layouts, effects of social evaluation, effects of the important third party, and the timing of graduation). The latter also can be divided into personal inner factors(personal interest, personal qualities, and personal experiences) and outer environmental factors(entrance exam preparation benefit, curriculum, peer, teacher, association, evaluation of future development).
3. Important thoughts of those students from non-psychology and guidance major in under graduate school in their career transition processes, including Gods leading , willing to be primary school teacher, willing to share loves, beliefs of living happily, beliefs of people can control own fate, willing to be success。
4. The affection of career transition processes to those students from non-psychology and guidance major in under graduate school includes the self-awareness, the awareness of learning, the awareness of religious power and the awareness of life。 |
