本文以社會支持理論和工作的關係理論爲依據，通過兩個子研究分別探討了早年父母支持和當下父母支持與大學生生涯適應力及生涯决策困難的關係。通過這兩個子研究，本文希望實現以下三個目標：1) 對Blustein (2011)提出的“工作的關係理論給予初步的檢驗與細化(refinement)； 2)對父母支持與個體生涯發展之間的關係及其內在機制，做出更詳細、清晰的探討；3)對過往父母支持與個體生涯適應力、生涯决策困難研究結果的不一致做出部份回應。 / 本文研究一聚焦于早年父母支持與大學生生涯適應力及長期生涯决策困難的關係。研究涉及參與者455人，其中，男生203人(45%)，女生252人(55%)。研究二聚焦于當下父母支持與大學生生涯適應力及生涯决策確定性、生涯决策困難的關係。研究涉及參與者467人，其中，男生237人(51%)，女生230人(49%)。研究一主要依據社會支持理論的發展性視角建立理論模型；研究二主要依據社會支持理論的情境性視角建立理論模型。兩個研究均通過結構方程模型對理論模型進行檢驗。在驗證理論模型的過程中，本研究通過分別對男生、女生建立結構方程模型，單獨納入父親和母親各支持變量以及一系列中介效應的檢驗，詳細、清晰地剖析了父母支持與個體生涯發展的關係。 / 研究結果支持了“工作的關係理論。同時，揭示了父母早年支持與父母當下支持與個體生涯適應力及生涯决策困難的內在關係機制：1)早年父母支持能够通過個體對自我能力與價值的肯定，正向作用于個體的生涯適應力、負向作用于個體的長期生涯决策困難；2)當下父、母支持支持能够通過個體的生涯適應力，正向作用于生涯確定性，生涯確定性又進一步負向預測了個體的生涯决策困難。3)父母支持與個體生涯發展的內在關係機制存在性別差异。男、女生間比較一致的結論是，早年异性父母的支持以及進入大學後父親的生涯肯定支持、母親的一般肯定支持對男、女生的生涯發展具有重要的意義和價值。 / Based on Social Support Theory and Relational Theory of Working, two parallel sub-studies were conducted to explore the relationship among early parental support, contemporary parental support, university students’ career adaptability, and their career decision-making difficulties. The current study therefore pursues following three research objectives: 1) to verify and refine the Relational Theory of Working; 2) to explore and examine the mechanism of the relationship between parental support and university students’ career development; and 3) to respond to previous inconsistent findings regarding the relationship between parental support and individuals’ career adaptability, and the relationship between parental support and career decision-making difficulties. / Study 1 focused on the relationship among early parental support, university students’ career adaptability, and their chronical career decision-making difficulties. 455 college students participated in study 1, among whom 203 are male (45%) and 252 are female (55%). Study 2 investigated the relationship among contemporary parental support, university students’ career adaptability, career certainty, and their general career decision-making difficulties. 467 students were involved. Among them, 237 are male (51%), 230 are female (49%). The theoretical model of Study 1 was built mainly upon the developmental perspective of social support theory. The underlying theory of Study 2 was the contextual perspective of social support theory. The theoretical models of the two studies were examined through Structural Equational Model. The models were run separately for male and female students, with both fathers’ and mothers’ support data in the model, instead of treating parents’ data as a whole. A series of mediation models were also performed to get much detailed knowledge of the mechanism of the relationship between parental support and university students’ career development. / The results well supported the Relational Theory of Working. At the same time, the mechanism of the relationship between early parental support, contemporary parental support, students’ career development was revealed. Findings show that 1) early parental support could predict students’ career adaptability positively, while predict career decision-making difficulty negatively through students’ self affirmation of their own worth and competence; 2) contemporary parental support could predict career certainty through students’ career adaptation resources. Career certainty could further predict students’ career decision-making difficulty; 3) differences existed between male and female students’ mechanism of the relationship between parental support and career development. However, consistent findings were opposite-sex parents’ early support, fathers’ contemporary career related support, mothers’ contemporary general support played important roles for both male and female students. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 周司麗. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2012. / Includes bibliographical references (leaves 142-164). / Abstracts in Chinese and English. / Zhou Sili. / 摘要 --- p.i / Abstract --- p.iii / 致謝 --- p.v / Chapter 第1章 --- 問題提出 --- p.1 / Chapter 1.1 --- 研究背景 --- p.1 / Chapter 1.2 --- 研究貢獻 --- p.5 / Chapter 第2章 --- 文獻回顧 --- p.9 / Chapter 2.1 --- 社會支持理論 --- p.9 / Chapter 2.1.1 --- 社會支持的概念 --- p.9 / Chapter 2.1.2 --- 社會支持的作用原理/機制 --- p.11 / Chapter 2.2 --- 工作的關係理論 --- p.17 / Chapter 2.3 --- 父母支持與個體生涯發展關係的研究 --- p.20 / Chapter 2.3.1 --- 早年父母支持與個體生涯發展的研究 --- p.20 / Chapter 2.3.2 --- 當下父母支持與個體生涯發展的研究 --- p.22 / Chapter 2.4 --- 生涯適應力及其與“支持的關係 --- p.26 / Chapter 2.4.1 --- 生涯適應力的概念 --- p.26 / Chapter 2.4.2 --- 生涯適應力的測量工具 --- p.27 / Chapter 2.4.3 --- 生涯適應力與支持的關係研究 --- p.29 / Chapter 2.5 --- 生涯决策困難及其與“支持的關係 --- p.31 / Chapter 2.5.1 --- 生涯决策困難的概念與類型 --- p.31 / Chapter 2.5.2 --- 生涯决策困難的測量工具 --- p.32 / Chapter 2.5.3 --- 生涯决策困難與支持的關係研究 --- p.35 / Chapter 2.6 --- 父親和母親在個體生涯發展中的不同角色 --- p.38 / Chapter 第3章 --- 本研究重點 --- p.40 / Chapter 3.1 --- 文獻回顧小結及本研究的研究問題與假設 --- p.40 / Chapter 3.1.1 --- 研究1的研究問題與假設 --- p.41 / Chapter 3.1.2 --- 研究2的研究問題與假設 --- p.44 / Chapter 3.2 --- 本研究各變量的操作化定義 --- p.49 / Chapter 第4章 --- 研究一 --- p.57 / Chapter 4.1 --- 研究參與者 --- p.57 / Chapter 4.2 --- 研究過程 --- p.57 / Chapter 4.3 --- 研究工具 --- p.58 / Chapter 4.4 --- 研究結果 --- p.65 / Chapter 4.4.1 --- 各變量的性別差异及其相關 --- p.65 / Chapter 4.4.2 --- 結構方程模型檢驗 --- p.66 / Chapter 4.4.3 --- 中介效應檢驗 --- p.71 / Chapter 4.5 --- 研究一的討論 --- p.75 / Chapter 第5章 --- 研究二 --- p.82 / Chapter 5.1 --- 研究參與者 --- p.82 / Chapter 5.2 --- 研究過程 --- p.82 / Chapter 5.3 --- 研究工具 --- p.84 / Chapter 5.4 --- 研究結果 --- p.92 / Chapter 5.4.1 --- 各變量的性別差异及其相關 --- p.93 / Chapter 5.4.2 --- 結構方程模型檢驗 --- p.95 / Chapter 5.4.3 --- 中介效應檢驗 --- p.101 / Chapter 5.4.4 --- 不同類型父母支持對大學生生涯發展的作用 --- p.105 / Chapter 5.4.5 --- 沒有感受到决策壓力的學生的分析 --- p.109 / Chapter 5.5 --- 研究二的討論 --- p.110 / Chapter 第6章 --- 總體討論與結論 --- p.115 / Chapter 6.1 --- 對理論和研究的啓示 --- p.116 / Chapter 6.2 --- 對本土實踐的啓示 --- p.121 / Chapter 6.3 --- 研究局限性 --- p.124 / Chapter 6.4 --- 結論 --- p.125 / Chapter 附錄： --- 研究問卷 --- p.126 / 參考文獻 --- p.142

The present study investigated the career maturity levels of student-athletes as compared to non-athletes with a special professional athletic aspirations of male athletes as well as consistency of match between their career expectations and choice of college majors. The sample included 101 male college football and basketball players and 76 male non-athletes from a Division IA university in the Midwest. The participants were given the Career Maturity Inventory (Crites, 1995) and an author-generated demographic questionnaire which covered topics such as age, race, year in school, and career plans.Five research hypotheses were examined: (1) More athletes would choose majors inconsistent with their career expectations than would choose consistent majors. The results did not support this hypothesis, x2 (2, N = 101) = 3.347, p = .188. (2) Athletes who reported a consistent match between their college major and career choice would have higher levels of career maturity than their less consistent counterparts. No significant differences were found when comparing consistency and career maturity levels (F = .144, p = .866). (3) White athletes would choose majors which were more consistent with their interests and values than would their Black counterparts. The results did not support this hypothesis (F = .381, p = .539). (4) As a group, male athletes emphasis on racial differences. The study also investigated the would display lower levels of career maturity when compared to their non-athletic counterparts. The results did indicate that the career maturity levels of athletes were not as developed as those of non-athletes in relation to the planning skills needed for effective career decision-making (F = 11.03, p < .001). However, both sets of scores were above the possible mean scores of the instrument, indicating that the athletes in this sample were less mature than the comparison group of non-athletes but not immature in terms of the overall possible mean scores. (5) A significant percentage of male student-athletes would report expectations for entering the professional sports arena. Athletes were found to have high expectations for obtaining a professional sports career (i.e., National Football League or National Basketball Association), with higher percentages of Black athletes (77.3%) than White athletes (22.7%) endorsing such expectations.The conclusions drawn from the research demonstrated that athletes may be at a slight disadvantage in an area critical to the education process. This disadvantage may prevent them from developing alternative career options should a professional sports career not come to fruition. Placing the athletes in some type of comprehensive career intervention program upon entering college may be helpful in raising the athletes' career planning skills to that of their non-athlete counterparts, giving them a wider range of options upon graduation. / Department of Counseling Psychology and Guidance Services

Text in English / The primary aim of this study is to explore and describe experiences of peer helpers at an Open Distance Learning institution since the start of their joining the Unisa Peer Help Volunteer Programme. This study was conducted with the intention of granting the peer helpers an opportunity to reflect on their individual experiences and in so doing in laying the foundation for future studies, intended to steer the Unisa peer help volunteer programme to new frontiers, while simultaneously highlighting the contribution that has been made by the Unisa Peer Help Voluntary Programme. An intrinsic case study design has been utilised in order to gain comprehensive insight into peer helpers’ experiences. A sample of seven peer helpers were interviewed using the semi-structured interview technique. The main findings from this study can be categorised into four distinctive themes namely: (a) the peer helpers’ goals for joining the Unisa Peer Help Volunteer Programme; (b) construction of roles as peer helpers at an open distance learning institution; (c) positive experiences of participating in the Unisa peer help volunteer programme; and (d) the negative experiences of participating in the Unisa Peer Help Volunteer Programme. The findings have painted a positive picture of how the Unisa peer help volunteer programme has contributed in shaping the lives of the peer helpers. / Psychology / M.A. (Psychology (Research Consultation))

Text in English / The primary aim of this study is to explore and describe experiences of peer helpers at an Open Distance Learning institution since the start of their joining the Unisa Peer Help Volunteer Programme. This study was conducted with the intention of granting the peer helpers an opportunity to reflect on their individual experiences and in so doing in laying the foundation for future studies, intended to steer the Unisa peer help volunteer programme to new frontiers, while simultaneously highlighting the contribution that has been made by the Unisa Peer Help Voluntary Programme. An intrinsic case study design has been utilised in order to gain comprehensive insight into peer helpers’ experiences. A sample of seven peer helpers were interviewed using the semi-structured interview technique. The main findings from this study can be categorised into four distinctive themes namely: (a) the peer helpers’ goals for joining the Unisa Peer Help Volunteer Programme; (b) construction of roles as peer helpers at an open distance learning institution; (c) positive experiences of participating in the Unisa peer help volunteer programme; and (d) the negative experiences of participating in the Unisa Peer Help Volunteer Programme. The findings have painted a positive picture of how the Unisa peer help volunteer programme has contributed in shaping the lives of the peer helpers. / Psychology / M.A. (Psychology (Research Consultation))

Doctorat en sciences psychologiques / info:eu-repo/semantics/nonPublished