使用 Rasch 測量模式分析《職業適應力量表-簡短版》於有特殊需要學生的心理屬性

近二十年的研究顯示，職業適應力 (Career adaptability) 與職業決策自我效能、職業探索及職業發展互有相關。但直至現在，適用於有特殊教育需要學生的職業適應力測量工具，仍未見有研究發展。本研究基於一項在 13 個國家 (包括中國) 的調查研究，並參考其具良好信度與效度的測量工具 (Career Adapt-Abilities Scale, CAAS) (Savickas & Porfel, 2012)，以探索如何應用於有特殊教育需要學生的群體中。本文主要從測量分析的基礎，通過 Rasch 模型，檢視《職業適應力量表-簡短版》一系列的關鍵指標及特徵值，如單維性檢驗、擬合度、測量誤差測試以及人與問卷題項難度匹配性檢驗。內容進一步闡述使用Rasch 模型，分析該簡短版量表於有特殊教育需要學生 (n=204) 內的心理屬性。結果顯示測量工具於不同特殊教育需要類別學生群體內的適用性及有效性，讓研究者及前線教育工作人員有效評估及瞭解有特殊教育需要學生群體的職業適應力，從以改善校本生涯規劃教育及職業適應力的活動設計，有助培育學生的職業適應力。
In the research studies of past two decades, the associations of career adaptability with career decision-making self-efficacy, career exploration, and career development have been identified. However, there has been no study on developing an instrument assessing the career adaptability of students with special educational needs (SEN). This study examined the generalizability of the Career Adapt-Abilities Scale (CAAS) (Savickas & Porfel, 2012), which has been surveyed in over 13 countries (including China) with good reliability and validity. Focusing on a measurement perspective by using the Rasch model, this study tested a series of key indicators, such as unidimensionality test, fit and measurement error tests, and person and questionnaire item difficulty match test, aiming to identify the appropriateness of the CAAS-short form amongst SEN students. The results supported the generalizability of CAAS to SEN students (n-204) by using a more rigid Rasch analysis. This study suggested an effective measurement tool for researchers and frontline educators to assess the key features of career adaptability of SEN students. The results helped the school-based career planning programs and activities for enhancing the students’ career adaptability. Copyright © 2019 特殊教育學會有限公司.