高年級大學生生涯定向之關係模式：父母教養態度、基本心理需求、生涯準備動機之角色

The Relationship Model of Junior and Senior College Students’Career Orientation: Roles of Parenting Attitudes, Basic Psychological Needs, and Motivation for Career Preparation

本研究依據自我決定理論提出以父母教養態度為前置變項、基本心理需求與生涯準備動機為中介變項、生涯定向為依變項的假設模式。本研究提出假設如下：（一）父母教養態度、基本心理需求、生涯準備動機皆會影響高年級大學生之生涯定向；（二）基本心理需求與生涯準備動機會中介父母教養態度對生涯定向之影響。本研究以自陳式問卷收集資料，採便利取樣進行抽樣，共收集得967份高年級大學生的有效樣本。使用之研究工具有雙親教養態度量表、基本心理需求量表、生涯準備動機量表，以及生涯定向量表。統計方法以Pearson積差相關與結構方程模式進行統計考驗。研究結果如下：（一）本研究提出之變項間關係整體結構模式獲得支持；（二）基本心理需求與生涯準備動機以不同形式中介父母教養態度對生涯定向之影響。最後，依據研究結果，提出相關建議供實務工作者及未來相關研究者之參照。

During the course of career development, individuals will form their own career orientations through exploration of themselves and their surroundings. Ideal career orientations represent the development of individuals at different stages of career development. Senior college students are at an important transition stage from exploration to establishing their career orientations. Their current physical and mental development and career orientations are closely related to their state of adaptation and employability after graduation and entering the workplace. However, before an individual can achieve their ideal career orientations, they will often go through a period of career undecidedness. To successfully overcome this crisis, it is necessary to rely on whether the individual has sufficient motivation to actively explore and understand themselves and their surroundings, and to coordinate and integrate their self-efficacy with the information they receive from their surroundings. In other words, it is related to the achievement of ideal career orientations, a high and spontaneous autonomy motivation of the individual, and a willingness to actively and proactively engage in career preparation or career exploration activities.
Taiwanese research has also found that, in the learning process, if an individual’s motivation for learning is more autonomous, they will be more actively engaged in learning and will also have better learning outcomes. Therefore, in this study, when exploring an individual’s career orientations, it is proposed to add motivation for career preparation as one of the important factors in exploring the process of career orientations. Currently, there are not many studies on individuals’motivation for career preparation or career exploration. However, through literature, it can be found that when individuals are in an environment that supports their independent development and ability to develop, they are more motivated to take action, are more willing to take action on their own initiative, and are more satisfied with the results of their actions. In other words, an individual’s motivation is influenced by the context of the environment in which they find themselves and whether that context supports their need fulfilment. The family is the most important environment that influences the fulfilment of the basic psychological needs of senior university students and their motivation for career preparation. Therefore, parenting attitudes are considered as a prior variable as the most front-end factor in exploring career orientations.
Therefore, this study uses senior college students as the research subjects, and in terms of parenting attitudes, the two dimensions of“care”and“overprotection”are used as antecedent variables to study the relationship between parenting attitudes and individuals’basic psychological needs, motivation for career preparation (different motivational types), and career orientations. In addition, in order to more fully consider the motivational orientation, the study included controlled motivation in addition to autonomy motivation. In other words, this study explores whether parenting attitudes of care and overprotection affect career orientations of senior college students through satisfaction of basic psychological needs and autonomy motivation and controlled motivation, affect the career orientations of senior college students. It is hoped that a more comprehensive understanding of the association between senior college students’parenting attitudes, satisfaction of basic psychological needs, motivation for career preparation, and career orientations can be obtained.
Based on the above research motivation, the purpose of this study is twofold. First, to explore whether parenting attitudes, basic psychological needs, and motivation for career preparation of senior college students will affect career orientations. Second, whether basic psychological needs and motivation for career preparation will mediate the impact of parenting attitudes on career orientations. The research hypotheses are: 1. Parenting attitudes, basic psychological needs, and motivation for career preparation all affect career orientations. 2. Basic psychological needs and motivation for career preparation mediate the effect of parenting attitudes on career orientations.
The subjects of this study were senior college students in their third or fourth year of university. The survey was conducted using either a paper-based questionnaire or an online questionnaire. A total of 1,021 questionnaires were distributed to facilitate sampling. The questionnaires were distributed to a total of 21 universities in the North District, East District, South District, and Islands District. After excluding those with incomplete answers and those with obvious biased responses, 967 (94.71%) valid questionnaires were obtained. The research instruments used were the Parental Bonding Instrument (PBI), the Basic Psychological Needs Scale (BNPS), the motivation for career preparation scale, and the career orientations scale.
The analysis methods are described as follows: 1. The Pearson correlation coefficient was used to examine the association between parenting attitudes, basic psychological needs, motivation for career preparation, and career orientations. 2. Structural equation modeling (SEM) was used to the research model proposed by the research framework to see if it is suitable and understand the influence paths between the variables. 3. Further examine whether parenting attitudes of parents affect career orientations through the mediation of basic psychological needs and motivation for career preparation.
The results of the study are as follows. First, if the subjective parenting attitudes experienced by upper-level college students in the family are caring, supportive, and intimate, their basic psychological needs are likely to be met. On the contrary, if the parenting attitudes they perceive are biased towards control, restriction or excessive involvement in their lives, it will have a negative impact on the satisfaction of their basic psychological needs.
Secondly, in the motivation for career preparation section, when senior university students perceive parenting attitudes as being caring and emotionally supportive, their motivation for career preparation will be higher in terms of autonomy motivation, lower in terms of controlled motivation, and higher in terms of career orientations. On the contrary, when parenting attitudes are over-involvement, control and over-protection, the higher the controlled motivation in motivation for career preparation, the lower the autonomy motivation, and the more likely it is to negatively affect career orientations.
Third, the research results support the path of“care→autonomy motivation→career orientations,”that is, parenting attitudes of parental care and support will be conducive to children’s motivation for career preparation, which is biased towards autonomy motivation, and will also have more desirable career orientations. However, this study also emphasizes the concept of basic psychological needs satisfaction, and basic psychological needs satisfaction can also affect an individual’s autonomy motivation and lead to better career orientations.
Furthermore, the results support the“care→basic psychological needs→career orientations”pathway, which means that when parent-child interactions are good, parents have a more open-minded and child-centered parenting attitude and are willing to listen to their children’s needs, children will have better career self-efficacy and more desirable career orientations. Finally, parents’overprotective parenting attitudes and whether basic psychological needs are met will have a negative impact on whether their children’s motivation for career preparation has autonomy motivation. This result corresponds to the caring part of the path. It can be found that individuals’different experiences in social contexts will have different effects on autonomy motivation through the satisfaction of basic psychological needs.
Based on the above research results, this study proposes the following recommendations. First, future career counseling can pay more attention to how to encourage parents to be more caring, less overprotective, and satisfy basic psychological needs, in order to promote the development of good career orientations among senior college students. Second, it is recommended that the causes of career undecidedness among senior college students be explored, or a better understanding of the reasons that prevent senior college students from achieving career orientations. Whether these reasons are also related to the satisfaction of basic psychological needs and motivation patterns. Furthermore, in the future, the influence of peers, teachers, or other environmental contexts on the career orientations or motivation for career preparation of senior college students can be discussed to examine whether the influence path of this model will differ due to different environmental contexts. The applicability of this model can also be explored using other groups of parents with different characteristics, such as students at different stages of their education and working adults. Finally, parents of senior university students can participate in more parenting education courses or related seminars, so that parents can understand the impact of parenting attitudes on the future physical and mental development of senior university students as early as possible.