台灣大學生職涯自我認定歷程發展: 二樣本之潛在剖面分析研究

Abstract

自我認定（self-identity）發展為青少年的核心發展任務（developmental task），近年來相關學者使用五因子模型（five-factor identity process model）來捕捉自我認定歷程的變化，然而過往研究多著重在西方的文化脈絡與整體自我認定（global identity），無法確定該理論模型在台灣文化與職涯自我認定（occupational self-identity）之適用性。為此，本預先註冊（preregistered）研究收集全台灣1789名大學生職涯自我認定量表之填答資料，以了解其發展歷程上不同的潛在剖面。驗證性因素分析（confirmatory factor analysis）結果顯示職涯自我認定符合五因子結構：做出承諾（commitment making）、認同承諾（identification with commitment）、廣度探索（exploration in breadth）、深度探索（exploration in depth）及反芻型探索（ruminative exploration），且在生理女性與男性上符合測量恆等性（measurement invariance）。為增加結果之可複製性，總樣本被偽隨機分為二子樣本後進行潛在剖面分析（latent profile analysis, LPA），結果皆發現五種職涯自我認定歷程潛在剖面：確定探索型（definitive explorative）、未定探索型一與二（indefinitve explorative I & II）、延長探索型 （extended explorative）及平衡探索型（balanced explorative）。其中，任一潛在剖面皆呈現較高程度的廣度與深度探索，為先前研究所未觀察到之現象。本研究探討了台灣大學生職涯自我認定發展歷程之潛在剖面，結果可作為未來相關研究與教育政策的參考依據。

Developing one's self-identity is crucial for adolescents. Recent studies have captured the process of self-identity development using the five-factor model. However, previous studies have mostly focused on global self-identity development in Western culture. So far, there is no study using the five-factor model to explore occupational self-identity process of Taiwanese undergraduate students. To investigate the possible profiles of occupational self-identity process, this preregistered study collected the responses of 1789 Taiwanese undergraduate students on the Dimensions of Identity Development Scale for Occupational Self-identity. The result of confirmatory factor analysis supported the five-factor structure (i.e., commitment making, identification with commitment, exploration in breadth, exploration in depth, ruminative exploration). The measurement invariance for female and male was also confirmed. In addition, latent profile analysis (LPA) identified five profiles of the occupational self-identity process: definitive explorative, indefinitve explorative I & II, extended explorative, and balanced explorative. Unlike previous studies, no students demonstrated lower levels of exploration. LPA results are replicated across two subsamples drawn pseudorandomly from the entire data set. This study examined the profiles of Taiwanese undergraduate students' occupational self-identity process and discussed implications for future research and educational policy.