教育相關科系學生的社經背景、就讀動機與生涯轉換   免費試閱

Social Economic Status, Motivations, and Life Course Transfers Among Education Major Students

自教育改革以來，高等教育的變革對於社會總體的影響甚大。大學過度擴充、師資培育開放與少子化等現象皆被廣為討論。本文企圖回答以下幾個基本問題：一、歷經大學擴充後，就讀教育相關科系學生的社經背景是否有所改變；二、學生在選擇科系時的考量，入學動機、選擇教育科系之想法如何；三、開始接受高等教育之後，學生本身與課程間彼此作用的變化，以及生涯轉換的影響因素，在生涯發展上之變與不變。 研究結果發現，我國就讀教育相關科系之大學生的社經背景，仍多為中低收入的家戶，與師專時期相較，並無太大改變。在選擇科系部分，教育科系大學生有超過四成對於自己的科系選擇感到不確定，與原本想念科系不符者亦超過四成。至於影響教育科系學生是否轉系、轉學或重考的因素中，其背景變項的影響皆不明顯，顯示學生對於是否做出生涯轉變的選擇，受到家庭背景左右的力量已漸式微。影響教育科系學生產生轉系、轉學或重考的重點，在於學生選擇教育科系是否符合自己的興趣或對未來的期望，若對自我未來的生涯期許較高，或希望能對社會具有影響力，則會增加其轉系的機會。

Since Taiwan's higher education has expanded over the last 2 decades, numerous teacher training programs have been established, resulting in graduates from educationrelated departments having no advantages. This study first examines whether the characteristics of education major students have changed over time. Second, we explore the reasons students choose education as their major, but later transfer to other majors. Third, we investigate the interactions between personal factors and government policies. The empirical results indicate that most education major students have a similar social and economic status, namely middle- and low-income families. Over 40% of students reported that education-related departments were not their first choice. However, the reasons causing students to transfer to other departments are not their background factors; instead, they are students' self-interests, personal ambitions, and career goals.