高校辅导员职业幸福感的现状研究
发布时间：2018-11-21 14:35
【摘要】：本研究以高校辅导员的职业幸福感为研究对象，探讨其现状特点，并提出对策。职业幸福感是指个体对于自身在职业生活中的满意感、快乐感和价值感的综合评价。笔者认为，良好的职业幸福感是高校辅导员做好本职工作的重要前提，是其发展事业的内在动力。职业幸福感理论为有关高校辅导员的课题研究提供了一个非常有价值的理论参考和实践视角。 本研究采用实证分析的方法，编制了“高校辅导员职业幸福感调查问卷”，通过对浙江省杭州市8所高校的236名辅导员的问卷调查，主要得到了以下几点结论： （1）高校辅导员职业幸福感由情感、专业性和社会性三个心理维度构成。其中，情感维度包含情绪体验、满意度和职业认同三个子维度；专业性包含抱负、胜任和自主三个子维度；社会性包含领导关系的积极体验、同事关系的积极体验以及学生关系的积极体验三个子维度。 （2）高校辅导员的职业幸福感总体上处于中等偏上水平，但对于“工作满意度”和“自主”的评价处于中等偏下水平。 （3）不同性别的高校辅导员在职业幸福感各维度上均无显著差异。 （4）不同年龄层次的高校辅导员在职业幸福感的“情绪体验”、“满意度”、“抱负”、“自主”维度存在显著差异。 （5）已婚辅导员和未婚辅导员在职业幸福感的“情绪体验”、“满意度”和“抱负”维度存在显著差异。 （6）不同工作年限的高校辅导员在职业幸福感的“情绪体验”、“满意度”和“胜任”维度存在显著差异。 （7）不同学历的高校辅导员在职业幸福感的“职业认同”维度存在显著差异。 （8）不同任职情况的高校辅导员在职业幸福感的“满意度”、“自主”、“学生关系的积极体验”维度存在显著差异。 （9）不同学校类型的高校辅导员在职业幸福感的“情绪体验”、“满意度”、“职业认同”、“自主”和“领导关系的积极体验”维度存在显著差异。 （10）不同职称的高校辅导员在职业幸福感的“满意度”维度存在显著差异。 （11）不同收入层次的高校辅导员在职业幸福感的“胜任”、“自主”、“领导关系的积极体验”维度存在显著差异。 基于此，本文重点关注高校辅导员职业幸福感的“工作满意度”和“自主”两方面，充分考虑其群体性差异特征，最后从辅导员自身、高校及社会等多个角度、有针对性地提出了全面提升高校辅导员职业幸福感的对策和建议。
[Abstract]:This study takes the career well-being of college counselors as the research object, discusses its present characteristics, and puts forward some countermeasures. Occupational Well-being refers to the comprehensive evaluation of one's own satisfaction, happiness and value in one's professional life. The author believes that good professional well-being is an important prerequisite for college counselors to do their own work well, and is the internal motive force for their development. The theory of occupational well-being provides a valuable theoretical and practical perspective for the research of college counselors. Using the method of empirical analysis, this study compiled the questionnaire of College counselors' Occupational Well-being, and surveyed 236 counselors in 8 universities in Hangzhou, Zhejiang Province. The main conclusions are as follows: (1) College counselors' occupational well-being consists of three psychological dimensions: emotional professional and social. Among them, the emotional dimension includes three sub-dimensions: emotional experience, satisfaction and professional identity, and professionalism includes three sub-dimensions: ambition, competence and autonomy. Sociality includes three sub-dimensions: the positive experience of the leadership relationship, the positive experience of the colleague relationship and the positive experience of the student relationship. (2) the career well-being of college counselors is generally at the middle level, but the evaluation of "job satisfaction" and "autonomy" is at the middle and lower level. (3) there was no significant difference in career well-being between college counselors of different genders. (4) there are significant differences in the dimensions of "emotional experience", "satisfaction", "ambition" and "autonomy" among college counselors of different ages. (5) there were significant differences between married counsellors and unmarried counselors in the dimensions of "emotional experience", "satisfaction" and "ambition". (6) there were significant differences in the "emotional experience", "satisfaction" and "competence" between college counselors with different working years. (7) there are significant differences in the occupational identity of college counselors with different degrees of education. (8) there are significant differences in the dimensions of "satisfaction", "autonomy" and "positive experience of student relationship" between college counselors with different positions. (9) there are significant differences in the dimensions of "emotional experience", "satisfaction", "occupation identity", "autonomy" and "positive experience of leadership relationship" between college counselors of different school types. (10) there were significant differences in the degree of satisfaction of college counselors with different professional titles. (11) there are significant differences in the dimensions of "competence", "autonomy" and "positive experience of leadership relationship" among college counselors in different income levels. Based on this, this paper focuses on the "job satisfaction" and "autonomy" of college counselors' professional well-being, and fully considers the characteristics of their group differences. Finally, from the counselors themselves, colleges and universities and society, etc. The countermeasures and suggestions of promoting college counselors' occupational well-being are put forward.
【学位授予单位】：中国计量学院
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：G641
本文编号：2347258
[Abstract]:This study takes the career well-being of college counselors as the research object, discusses its present characteristics, and puts forward some countermeasures. Occupational Well-being refers to the comprehensive evaluation of one's own satisfaction, happiness and value in one's professional life. The author believes that good professional well-being is an important prerequisite for college counselors to do their own work well, and is the internal motive force for their development. The theory of occupational well-being provides a valuable theoretical and practical perspective for the research of college counselors. Using the method of empirical analysis, this study compiled the questionnaire of College counselors' Occupational Well-being, and surveyed 236 counselors in 8 universities in Hangzhou, Zhejiang Province. The main conclusions are as follows: (1) College counselors' occupational well-being consists of three psychological dimensions: emotional professional and social. Among them, the emotional dimension includes three sub-dimensions: emotional experience, satisfaction and professional identity, and professionalism includes three sub-dimensions: ambition, competence and autonomy. Sociality includes three sub-dimensions: the positive experience of the leadership relationship, the positive experience of the colleague relationship and the positive experience of the student relationship. (2) the career well-being of college counselors is generally at the middle level, but the evaluation of "job satisfaction" and "autonomy" is at the middle and lower level. (3) there was no significant difference in career well-being between college counselors of different genders. (4) there are significant differences in the dimensions of "emotional experience", "satisfaction", "ambition" and "autonomy" among college counselors of different ages. (5) there were significant differences between married counsellors and unmarried counselors in the dimensions of "emotional experience", "satisfaction" and "ambition". (6) there were significant differences in the "emotional experience", "satisfaction" and "competence" between college counselors with different working years. (7) there are significant differences in the occupational identity of college counselors with different degrees of education. (8) there are significant differences in the dimensions of "satisfaction", "autonomy" and "positive experience of student relationship" between college counselors with different positions. (9) there are significant differences in the dimensions of "emotional experience", "satisfaction", "occupation identity", "autonomy" and "positive experience of leadership relationship" between college counselors of different school types. (10) there were significant differences in the degree of satisfaction of college counselors with different professional titles. (11) there are significant differences in the dimensions of "competence", "autonomy" and "positive experience of leadership relationship" among college counselors in different income levels. Based on this, this paper focuses on the "job satisfaction" and "autonomy" of college counselors' professional well-being, and fully considers the characteristics of their group differences. Finally, from the counselors themselves, colleges and universities and society, etc. The countermeasures and suggestions of promoting college counselors' occupational well-being are put forward.
【学位授予单位】：中国计量学院
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：G641
【参考文献】
相关硕士学位论文 前1条
1 姜艳;小学教师职业幸福感研究[D];苏州大学;2006年
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