論文提要

本研究的主要目的，在依據我國大學各科系的特質，編製一套科系興趣測量工具，作為高中學生選譯大學科系的參考，並對此自編量未評估其效度。本研究分為量表編製及效度研究二階段，後者又包括科系興趣的穩定性研究、預測效度研究、同時效度研究、及因素結構分析等四項分研究。

本量表以邏輯法為主要編製方法。在建立量表架構後，據以搜集資料，編寫項目。初步量表寄送全國大學各有關科系審核修正，並以北市三所公立高中的818名受試進行預試。正式量表計分甲、乙、丙、丁四組，每組十個科系量尺，每一量尺20題。量表編製完成後，並以北市二所公立高中高二全體學生2 , 250人實施測驗，建立暫用常模，並進行初步信度研究。

預測效度及穩定性研究以建立暫用常模時的樣本受試為研究對象，間隔三年後進行追踪研究。預測效度以研究者自編及改編的二種效標問卷為工具，探討受試三年前測得的量尺分數與進入大學後測得校標分數之間的關係，結果有27.14%的相關係數達顯著水準。穩定性研究探討受試三年前後在同一量尺上得分的關係，結果在40個量尺中，相關係數全部顯著，但多為中度相關。

同時效度研究係將本量表及效標問卷同時質施於目前在大學各科系就讀之高年級學生，計施測40 個科系，有效卷為1,862份。各系受試量尺得分與效標分數之間、有63%的相關係數達顯著水準；以 Q指標計算不同樣本在同一量尺上反應的重疊程度，並比較其得分的高低順序，顯示本量表各量尺的區辨力尚佳，但商學院各量尺間的區辨力較差。

因素結構分析以建立暫用常模的部份受試資料，分二階段進行。第一階段以量尺得分進行因素分析，將40個量尺歸屬於十組因素；第二階段則將所有項目分成十組，分別進行項目得分的因素分析。各組所得因素結構甚為複雜。十組因素分析共獲得89個重要因素，各量尺涵括之因素數目自一至六個不等。若將橫跨二個量尺以上的次要項目去除，則88.24%的因素項目約可在各量尺內獨立解釋。

研究者在對結果進行討論後，最後並分就量表修正、後續研究、及量表運用等三方面提出建議。

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