教育程度與主觀社會經濟地位關聯性研究：跨世代的比較

An Investigation Into the Correlation Between Educational Attainment and Subjective Socio-Economic Status: A Cross-Generational Comparative Study Individual Subjective Social Status

教育在個人一生中具有重要社會功能，影響社會地位與發展，隨著時代演變，教育與就業市場日益多樣化，本研究主要關注教育程度與主觀社會經濟地位之間的關聯，並以職業技術層次作為中介變項，以說明教育程度對主觀社會經濟地位關係變化的原因。研究資料來自「臺灣社會變遷基本調查」，選擇2005年、2010年、2015年與2020年中31至40歲人群為研究對象。方法上採用描述性統計和中介效應分析，結果顯示2005至2015年間，教育程度透過職業技術層次對主觀社會經濟地位有正向關聯，但到了2020年，這一中介效果消失，推測為臺灣高等教育普及化現象，以及大學畢業生從事低階工作為其中因素。本研究建議學校應加強職業指導和就業輔導，協助畢業生順利融入就業市場，調整人才培養方向，促進學生的實踐能力與創新思維，滿足產業需求。

Education plays a crucial social role in shaping individuals’ social status and life development. As societies and labor markets become increasingly diverse, the relationship between education and socioeconomic status has grown more complex. This study examines the link between educational attainment and subjective socioeconomic status, using occupational skill level as a mediating variable to explain the mechanisms of change. Data were drawn from the Taiwan Social Change Survey, focusing on individuals aged 31 to 40 in 2005, 2010, 2015, and 2020. Descriptive statistics and mediation analysis were employed. The results show that between 2005 and 2015, educational attainment was positively associated with subjective socioeconomic status through occupational skill level. However, by 2020, this mediating effect had disappeared, likely reflecting the massification of higher education and the rising prevalence of university graduates in lower-skilled jobs. The findings suggest that the expansion of higher education has weakened the traditional link between degrees and social mobility. The study recommends strengthening career guidance and employment counseling and enhancing students’ practical competencies and innovative thinking to better align higher education with labor market needs.