大学生自我概念、学习动机对职业成熟度影响的研究

发布时间：2018-04-09 14:59

本文选题：大学生　切入点：自我概念　出处：《哈尔滨师范大学》2012年硕士论文

【摘要】：本研究在系统总结和分析国内外自我概念、学习动机和职业成熟度的理论和相关研究的基础上，对黑龙江省八所高校的1600名大学生进行自我概念、学习动机和职业成熟度方面的测量。对所收集的数据运用因素分析法探讨了大学生学习动机的结构，采用方差分析的方法了解了大学生自我概念、学习动机和职业成熟度的发展状况，同时运用相关分析、多元回归分析和结构方程模型的方法探讨了三者之间的关系。研究结果表明：（1）不同年级的大学生在自我概念总分以及交际、友善、志向、家庭、成熟上存在显著差异；不同性别的大学生在自我概念的交际、成熟、友善和自纳上存在显著差异；有无兼职经历的大学生在自我概念总分以及交际、志向上存在显著差异。（2）不同年级的大学生在学习动机中的学业要求、物质追求以及学习兴趣上存在显著差异；不同性别的大学生在学习动机总分以及学业要求、物质追求和成就声望上存在显著差异；有无兼职经历的大学生在成就声望、学习兴趣维度上存在显著差异。（3）不同年级的大学生在职业成熟度总分及职业自信、职业价值、亲友依赖上存在显著差异；不同性别的大学生在职业成熟度总分、职业目标、职业自主上存在显著差异；有无兼职经历的大学生在职业目标、职业参考上存在显著差异。（4）大学生自我概念、学习动机和职业成熟度之间存在显著的相关关系。（5）大学生自我概念各维度对职业成熟度及其各维度有一定的预测作用。（6）大学生学习动机在自我概念和职业成熟度之间的部分中介效应显著。在实证研究的基础上，，本研究运用自我概念、学习动机和生涯辅导的相关理论，从自我概念和学习动机的角度为提高大学生的职业成熟度提供策略，以期为政府、高校更有针对性的开展大学生的生涯辅导提供借鉴和依据，为大学生发展个体生涯规划能力提供帮助。
[Abstract]:On the basis of systematically summarizing and analyzing the theories of self-concept, learning motivation and career maturity at home and abroad, this study carried out self-concept on 1600 college students in eight colleges in Heilongjiang Province.Measure learning motivation and career maturity.The structure of college students' learning motivation is discussed by using factor analysis method, and the development of college students' self-concept, learning motivation and career maturity is understood by means of variance analysis. At the same time, relevant analysis is used.Multivariate regression analysis and structural equation model are used to study the relationship between them.The results show that there are significant differences in the total scores of self-concept, communication, friendliness, ambition, family and maturity among different grade students, and the students of different genders are mature in self-concept communication.There were significant differences between friendliness and self-acceptance, the total scores of self-concept and communication, and the ambition of college students with or without part-time experience.There were significant differences in material pursuit and learning interest; there were significant differences in the total score of learning motivation, academic requirements, material pursuit and achievement prestige among different genders; and there were significant differences in achievement prestige among college students with or without part-time experience.There are significant differences in the dimension of learning interest. 3) there are significant differences in the total score of career maturity, occupational confidence, career value, dependence of relatives and friends among different grades of college students, the total score of career maturity and career goal of students of different genders.There is a significant difference in career autonomy among college students with or without part-time experience, significant difference in career goals and career reference. 4) College students' self-concept.There is a significant correlation between learning motivation and career maturity. (5) each dimension of self-concept of college students has some predictive effect on career maturity and its dimensions. 6) Learning motivation of college students in self-concept and career maturity.Some of the mediating effects were significant.On the basis of empirical research, this study applies the relevant theories of self-concept, learning motivation and career guidance to provide strategies for improving the career maturity of college students from the perspective of self-concept and learning motivation.Colleges and universities more targeted career guidance for college students to provide reference and basis for the development of individual career planning ability to help students.
【学位授予单位】：哈尔滨师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：G647.38

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