A Study of Career Self-concept for Junior High School Students with Disabilities in Vocational Education Programs

• Main Authors: Cheng, Shwu-Fen, 鄭淑芬
• Other Authors: Hung-Chih Lin
• Format: Others
• Language: zh-TW
• Published: 1998
• Online Access: http://ndltd.ncl.edu.tw/handle/36172561705140718977

碩士 === 國立彰化師範大學 === 特殊教育學系 === 86 === This research investigated the factors concerning and affecting career self-concept for junior high school students with disabilities invocational education programs in Taiwan. A survey on career self-conceptfor 192 junior high school students with disabilities taking vocational training programs was conducted across the state by a well-developed Career Self- concept Questionnaire for Students with Disabilities through cluster sampling. Survey data concerning the self-concept career experiences and status of these students aged from 13 to 18 years werethen analyzed. Reliability and validity tests validated the Career Self-conceptQuestionnaire for Students with Disabilities was reliable. The exploratory factor analysis empirically indicated a seven-factor model ofcareer self-concept for students with disabilities. Six factors (i.e., sex, level of grade, level of mental retardation, accompanieddisabilities, kinds of vocational programs, work experiences) that had significant influences on the career self-concept of students with disabilities attending vocational education programs were identified through stepwise multiple regression. The findings and results of this study differed from those ofprevious career self-concept studies conducted, particularly by establishing an empirically supported pattern of career self- conceptconstructs for junior high school students with disabilities in vocationaleducation programs in Taiwan. Recommendations are offered concerning theimplications of these findings for future research, school practice, and transition services.