高职大学生自立人格与职业自我胜任感的关系：双重中介效应

发布时间：2018-06-21 12:42

本文选题：职业自我胜任感 + 自立性人格　；参考：《江南大学》2017年硕士论文

【摘要】：在市场环境不断交替变化的情势下,关注就业安全感的传统关系型心理契约早已被打破,取而代之的是关注个体胜任相应工作的交易型心理契约,且这种趋势正以加速的形式影响着我国的就业市场。因此,如何提升个体选择、获得与发展职业的能力及效能感,即职业胜任感,不仅是个体争逐高薪职位或自我提升的必备条件,还成为了拉升当下经济形势的热议话题和人才标杆。而在人才市场略显劣势又以就业为主要流向的高职大学生,其就业的需求性与阻碍性相冲突,往往得不到满意的就业岗位或职业发展,这在很大程度上导致高职大学生职业自我胜任感不足,间接引发各种心理危机。因此,从职业自我胜任感入手,可以清晰地估量高职大学生未来职业发展趋势及缺漏,多管齐下帮助其更好地适应工作,寻求晋升和发展,从而有层次地促进社会的整体发展与稳定。且已有研究表明,越自立的高职大学生,在解决生存与职业发展问题上越有优势,越能通过多层次的积极寻求反馈感知市场变化,以及积极应对可能出现的就业困境,进而度过各种职业发展危机,并找到与自身相匹配的工作。因此,本研究基于职业效能感理论(Self-efficacy Theory),编制高职大学生生职业自我胜任感量表,并探讨高职大学生自立人格特质(Self-supporting Personality)对职业自我胜任感(Self-peceived employability)的作用机制;基于前摄性行为情境性理论框架(Integrative Model of Proactive Behaviors)、组织信息寻求模型(Goal Orientation Model of Feedback-seeking Behavior)及前摄应对情境化模型(Contextualized Model of Proactive Coping),探讨高职大学生自立性人格、寻求反馈动机、前摄应对方式及职业自我胜任感间的关系。通过对546名高职大学生问卷调查分析,得出以下结论:1.基于扎根理论及实证编制的高职大学生职业自我胜任感量表有以下四个维度:能力自省、职业社交、职业探索及心理弹性。该量表具有良好的信效度,可作为高职大学生职业自我胜任感的有效测量工具;2.自立人格两个层级(个人自立与人际自立)与寻求反馈动机、前摄应对方式及职业自我胜任感两两均呈显著正相关,且个人自立、人际自立诸因子均能正向预测寻求反馈动机、前摄应对方式及职业自我胜任效能感,其中个人自立的开放性对高职大学生的寻求反馈动机、前摄应对方式及职业自我胜任感预测力最强(β=0.26***,P0.001;β=0.25***,P0.001;β=0.46***,P0.001);人际自立的开放性对寻求反馈动机有最强预测作用(β=0.22***,P0.001),人际灵活对前摄应对方式预测最显著(β=0.29***,P0.001),人际自立的独立性及灵活性对职业自我胜任感的预测作用最强(β=0.22***,P0.001;β=0.22***,P0.001)。3.寻求反馈动机在高职大学生自立性人格与职业自我胜任感间为部分中介,而前摄应对方式在自立人格及职业自我胜任感之间起完全中介作用;4.方差分析发现:职业自我胜任感及能力自省、职业社交两个子维度在生源地类型上差异性显著;基于上述结果,本研究从自我人格的提升—将个体的依赖和从众转化为自主和独立,实践品质的改善—将有价值的兼职及顶岗实习注入“枯燥”的知识理论中,学校职业指导机制的规范—从多个角度给予高职大学生有关职业方面的反馈与指导,储备充足的心理资源—提升其心理韧性以及扭转“窘境”的“预见”能力四个层面提出了教育对策。
[Abstract]:Under the changing situation of the market environment, the traditional relational psychological contract, which is concerned about the sense of employment security, has been broken and replaced by the psychological contract of the individual competent for the corresponding work, and this trend is affecting the employment market of our country in the form of acceleration. The ability and sense of efficacy, that is, professional competence, is not only a prerequisite for a high paid job or self promotion, but also a hot topic and a talent pole for the current economic situation, while the higher vocational college students with a slight disadvantage and the main flow of employment in the talent market conflict with the demand and hindrance of employment. It often leads to the lack of satisfactory employment or career development, which leads to the lack of professional self-competence of higher vocational college students and indirectly triggers a variety of psychological crises. Therefore, starting with the professional self-competence, we can clearly estimate the future career development trends and gaps of higher vocational college students, and help them to better adapt to their future career development. Work, seeking promotion and development, so as to promote the overall development and stability of the whole society. And the existing research shows that the more self-employed higher vocational college students have more advantages in solving the problems of survival and career development, the more they can change the market through the multi-level positive feedback perception market, and actively respond to the possible employment difficulties. Through a variety of career development crises and finding a job that matches themselves, this study, based on the Self-efficacy Theory, compiled the vocational self-competence scale of higher vocational college students, and explored the self-reliance (Self-supporting Personality) of higher vocational college students on occupational self-competence (Self-peceived EMP). Loyability), based on the Integrative Model of Proactive Behaviors, the organizational information search model (Goal Orientation Model of Feedback-seeking Behavior) and the proactive coping situational model, to explore the self-supporting personality of higher vocational college students. The relationship between feedback motivation, proactive coping style and professional self-competence is sought. Through a questionnaire survey and analysis of 546 higher vocational college students, the following conclusions are drawn: 1. the following four dimensions of vocational self-competence scale of Higher Vocational College Students Based on the theory of grounded theory and empirical work have the following four dimensions: ability to introspection, professional social, career exploration and mental resilience. The scale has good reliability and validity, and it can be used as an effective measurement tool for Vocational College Students' professional self-competence. The two levels of 2. independent personality (personal and interpersonal independence) are positively related to the search for feedback motivation, proactive coping style and professional self-competence, and personal independence and interpersonal self-reliance are all positive. The prediction of feedback motivation, proactive coping style and professional self-competence is the strongest predictor of the feedback motivation, proactive coping style and professional self-competence of Higher Vocational College Students (beta =0.26***, P0.001; beta =0.25***, P0.001; beta =0.46***, P0.001); and the openness of interpersonal independence seeks feedback. The computer has the strongest predictor (beta =0.22***, P0.001), and the interpersonal flexibility predicts the proactive coping style most significantly (beta =0.29***, P0.001), the independence and flexibility of interpersonal independence have the strongest predictive effect on professional self-competence (beta, P0.001; beta =0.22***, P0.001).3. seeking feedback motivation in Higher Vocational College students' self-reliance personality and professional self 4. variance analysis found that professional self-competence and ability to self introspection and professional social two sub dimensions have significant difference in the type of source area; based on the above results, the study will be from the promotion of self personality. The dependence and conformity of the body into independence and independence, the improvement of the quality of practice - inject the valuable part-time and post internship into the "boring" knowledge theory, the standard of the vocational guidance mechanism of the school - giving higher vocational college students feedback and guidance from many angles, and reserve sufficient psychological resources - to improve their psychology Educational countermeasures are put forward in four aspects: resilience and the ability of "predicament" to predict "predicament".
【学位授予单位】：江南大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G444

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