背景因素、學業成績與成就抱負—以台東大學為例

Background, Academic Achievement and Achievement Aspiration─An example of National Taitung University

過去台東師院學生學業成績較佳者，教育與職業抱負都較高。自2003 年改制為台東大學後，轉型為綜合大學，教師甄試日趨困難，成績對教育與職業抱負究竟有何影響，就值得做進一步探討。本研究以「2005 年台東大學昨日、今日、明日調查」的資料進行路徑分析，以探究學生背景對成績的影響、背景與成績對成就抱負的影響，並進一步探討學生的背景透過成績對成就抱負影響的因果機制。本研究發現：在職業抱負方面，台東大學學生想從事非學校工作的百分比從2001年的28.5%攀升至2005年的35.2%；想當小學老師的百分比則從75.4%降到61.0%。路徑分析則顯示：成績越高，當教授、當小學老師、當校長的抱負越高；男生成績、當小學老師的抱負比女生低，但唸博士班、當校長與當教授的抱負卻比女生高。年級越高，成績越高，當小學老師、當主任、當校長的抱負也越高，不過唸博士班的抱負卻越低；原住民學生的成績比漢人低，但當小學老師、當主任、當校長的抱負卻比漢人高。而男生當小學老師的抱負較低，部份可歸因於成績較低；年級越高，當校長的抱負越高，部份可歸因於年級越高，學業成績越高。

In the past years， the students of National Taitung Teachers College with better academic achievement had higher educational and occupational aspirations. However， after the school transformed into a comprehensive university in 2003， it was hard for students to obtain teaching positions. Therefore， it is necessary to further study the effect of academic achievement on educational and occupational aspirations. This study analyzed the survey data “National Taitung University’s Yesterday， Today， and Tomorrow in 2005” by path analysis. The authors explored firstly， the effect of students’ background on academic achievement; secondly， the effect of students’ background and academic achievement on aspirations; thirdly， through academic achievement， the effect of students’ background on achievement aspirations. The study findings are as follows: as for the occupational aspirations， the percentage of those willing to do non-schooling work rises from 28.5% in 2001 to 35.2% in 2005. The percentage of those willing to be an elementary school teacher drops from 75.4% to 61.0%. Furthermore， by means of path analysis， we find that the higher the academic achievement， the higher the aspirations of professors， elementary school teachers and principles. As to the academic achievement and aspirations of elementary school teachers， male students score lower than female students; while they rate higher than female students on aspirations to doctor’s degrees， principles and professors. Besides， the higher the grades， the higher academic achievement， the aspiration to become elementary school teachers， directors or principles; while there is less on aspiration for a doctor’s degree. We also find that aboriginal students rate lower than Han students in academic achievement; while they score higher in aspirations to become elementary school teachers， directors or principles. Male students’ aspirations to become elementary school teachers are lower. It may partly be attributed to their lower academic achievement. Moreover， the higher the grade， the higher the aspiration to become principles and it is partly due to the higher the students’ grade， the higher the academic achievement.