A Case Study of "A Life-Tree Drawing" and the Children's Vocational Self-Concept

• Main Authors: Ho Chun-i, 何俊儀
• Other Authors: 蘇振明
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/32924783207488447807

碩士 === 臺北市立大學 === 視覺藝術研究所碩士在職專班 === 102 === Abstract Keywords：“Life-Tree Drawing”、Self-Concept、Vocational Self-Concept This study analyzes the features in images from “Life-Tree Drawing” in order to consider how they reflect the potential qualities of children and their vocational self-concept. The subjects surveyed for this study were 15 sixth graders at Dacheng Elementary School, Sanxia District, New Taipei City, and four of these students were selected for qualitative study. Students were asked to make “Life-Tree Drawing”, and supporting questionnaires were adapted from John Holland’s vocational personalities self-evaluation in order to make them age-appropriate. The three mains goals of this study are: 1. Investigate the connection between “Life-Tree Drawing” and the vocational self-concept of sixth-grade elementary school students. 2. Establish the means of administering the “Life-Tree Drawing” test to sixth-grade students and the main points of analyzing the students’ drawings for vocational self-concept. 3. Using the outcomes and discoveries of this study to offer teachers and parents a reference point for developing vocational self-concept in schoolchildren. Combining an analysis of the survey results with a review of current scholarship, this study concludes the following: 1. Through an analysis of features in images from the “Life-Tree Drawing” test, we discover a relationship between these features and vocational self-concept. The analysis enables us to see the personality traits and potential qualities of the surveyed subjects. When taking the subjects’ future career expectations into account, we can see the advantages or disadvantages of these traits and qualities. 2. Establish the means of administering the “Life-Tree Drawing” test to sixth-graders, including time, tools for drawing, arrangements of seats, procedures, and cues provided to the students. The main points of analysis include space, lines, subject matter, and signatures. 3. The analysis of features in these “Life-Tree Drawing” was well received by parents and teachers. It serves as a good point of reference for guiding students in understanding their vocational self-concept and the suitability of their career choices.