| Summary: | 碩士 === 國立臺北教育大學 === 心理與諮商學系碩士班 === 101 === The purpose of this study is to explore the mediating effect of possible selves between adolescent mentoring and career maturity, and to understand the influences of mentor and gender on adolescent possible selves and career maturity. This research adopted the questionnaire survey and, established the research instruments included: “The Mentoring Scales”, “The Possible Selves Scales” and “The Career Maturity Scales”. The samples included 337 9th graders (included 183 boys and 154 girls) in 12 junior high schools. The hierarchical regression analysis was used to analyze mediating effects. The main findings of this study are:
1.There are many adolescents had a mentor. The most of mentor of most adolescents is “parents”; then, “school teachers”, and “tutors or cram school’s teachers”, respectively. Mentors provide more role modeling function, and social support function than vocational-career functions.
2.For academic and vocational hope selves, adolescents who had at least one mentor in their life have higher possibility, efficacy and internal control than who had not.
3.For career maturity, adolescents who had at least one mentor in their life have higher of career exploration, career decision and career behavior than who had not.
4.There are gender differences on possible selves’ categories. Besides, boys have higher academic and vocational hope selves of “external control” and career maturity of “career feeling” than girls. In contrast, girls have higher career belief and career decision than boys.
5.There is mediating effect of possible selves between adolescent mentoring and career decision. There is partial mediating effect of possible selves between adolescent mentoring and career behavior.
Some suggestions were given for further applications and studies. Because of the result of partial mediating effect of possible selves between adolescent mentoring and career maturity, the possible selves should be explored in the future. These results can be applied in education and counseling. Teachers and counselors can assist students to have mentors, and to enhance mentors’ functions and, motivate adolescent positive possible selves.
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