中职生父母教养方式、自立人格与职业成熟度的关系研究

发布时间：2018-05-02 11:42

本文选题：中职生 + 职业成熟度　；参考：《安徽医科大学》2015年硕士论文

【摘要】：目的本文通过研究中职生的父母教养方式、自立人格和职业成熟度的关系,并探讨他们职业成熟度的现状及其影响因素,为中职生开展职业生涯教育与辅导提供参考依据。方法利用杨红君、周世杰等编制的父母教养方式问卷(PBI)中文修订版,夏凌翔、黄希庭编制的青少年学生自立人格量表,孙仲山等编制的职业成熟度量表,采用现况调查方法,于2014年5月,依据分层整群抽样方法选择淮北市三所中等职业技术学校学生,进行父母教养方式、自立人格与职业成熟度的调查研究,并运用SPSS 16.0软件对数据进行统计分析,方法包括统计描述、t检验、方差分析和两两比较的SNK法、相关与回归分析,检验水准α=0.05。结果(1)中职生的职业成熟度：在个人调适、职业态度、价值观念、条件评估方面,不同性别分布的差异有统计学意义；职业成熟度各维度在不同专业方面的差异均有统计学意义；信息应用维度在不同年级分布的差异有统计学意义；条件评估维度在不同生源地的分布差异有统计学意义；在自我认知和条件评估两维度上,不同家庭经济状况的差异有统计学意义。(2)父母教养方式：不同性别中职生在父亲鼓励支持维度上的差异有统计学意义；父母教养方式的各个维度在不同年级、家庭经济上的差异无统计学意义；在父亲关爱维度上,不同专业的差异有统计学意义；在父亲控制维度上,不同生源地的差异有统计学意义；父亲控制维度在父亲文化水平方面的差异有统计学意义；父亲鼓励支持和父亲关爱维度在父亲职业方面的差异有统计学意义；父母教养方式在母亲职业和母亲文化水平上的差异无统计学意义。(3)中职生自立人格：中职生自立人格的大多数维度在性别上的差异有统计学意义；在个人独立、个人主动和个人灵活维度上的年级差异有统计学意义；在人际独立、人际开放、个人独立和个人主动维度上的专业差异有统计学意义；个人主动维度上的生源地差异有统计学意义；人际独立和人际主动维度在家庭经济上的差异有统计学意义。(4)中职生职业成熟度、父母教养方式、自立人格相关分析：中职生职业成熟度与父母教养方式的母亲关爱、父亲关爱因子呈显著的正相关；母亲鼓励支持和父亲鼓励支持维度与职业成熟度的大多数维度呈显著正相关；母亲控制、父亲控制维度与职业成熟度各维度呈显著的负相关；自立人格的十个维度中,只有个人灵活维度与职业成熟度呈负相关,其余均与职业成熟度呈显著的正相关；母亲关爱、母亲鼓励。父亲关爱、父亲鼓励因子与自立人格的大多数维度呈正相关；而母亲控制和父亲控制因子与自立人格的大多数维度呈负相关。(5)中职生父母教养方式、自立人格对中职生职业成熟度的多元回归分析：父亲关爱、人际自立和个人自立对职业成熟度有着正向预测作用。结论中职生的职业成熟度与父母教养方式、自立人格密切相关。
[Abstract]:Objective to study the relationship between parenting style, self-reliance and professional maturity of secondary vocational students, and to explore the status and influencing factors of their career maturity, and to provide reference for secondary vocational students to carry out career education and guidance. Methods using Yang Hongjun and Zhou Jie et al. The revised edition, Xia Lingxiang and Huang Xiting's self-reliance personality scale for young students, Sun Zhongshan's professional maturity measurement, and the method of current status survey were used to select three secondary vocational and technical schools in Huaibei by stratified cluster sampling to investigate parental rearing patterns, self-reliance personality and career maturity. Study, and use SPSS 16 software to analyze the data, including statistical description, t test, variance analysis and 22 comparison SNK method, correlation and regression analysis, test level alpha =0.05. results (1) vocational maturity of secondary vocational students: the difference of gender distribution in personal adjustment, occupational state, value concept, condition assessment There are statistical significance in the differences of professional maturity in different professions; the difference in the distribution of information application dimensions in different grades is statistically significant; the distribution of condition assessment dimensions in different source places has statistical significance; in the two dimension of self cognition and condition assessment, different family classics are different. There were statistical significance in the difference of economic conditions. (2) parenting style: the differences in the dimensions of father's encouragement support were statistically significant in different sex secondary vocational students; there was no significant difference in family economic differences between the different grades of parental rearing styles in different grades; in the father's love dimension, the differences of different professions were statistically significant. In the father control dimension, the differences of different source places were statistically significant, father's control dimension had statistical significance in father's cultural level, father's encouragement support and father care dimension had statistical significance in father's occupation, and parental rearing style was in mother's career and mother culture level. There is no statistical significance in the differences. (3) the self standing personality of secondary vocational students: the majority of the self independent personality of secondary vocational students has statistical significance in gender differences; there is statistical significance in personal independence, personal initiative and individual flexibility dimension; in interpersonal independence, interpersonal openness, individual independence and personal initiative dimensions of the professional dimension. The difference was statistically significant; there was significant difference in the source area of the individual initiative; there was significant difference in the family economy between the interpersonal independence and the interpersonal initiative dimension. (4) the vocational maturity of the secondary vocational school students, the parental rearing style and the self-reliance personality analysis: the vocational maturity of secondary vocational students and the mother of parental rearing style. There was a significant positive correlation between love and father's care factor; mother's encouragement support and father's encouragement support dimension were positively correlated with most dimensions of career maturity; mother control, father control dimension had a significant negative correlation with the dimensions of professional maturity; among the ten dimensions of self-reliance, only the individual flexibility dimension and professional accomplishment were the only dimensions. The maturity showed a negative correlation, and the rest had a significant positive correlation with the professional maturity; mother care, mother encouragement, father care, father's encouragement factor and most dimensions of self-reliance; mother control and father control factor were negatively correlated with most dimensions of self-reliance personality. (5) secondary vocational students' parental rearing style and self-reliance The multiple regression analysis of vocational maturity of secondary vocational school students: father care, interpersonal self-reliance and personal independence have a positive predictive effect on career maturity. Conclusion vocational maturity of secondary vocational students is closely related to parental rearing style and self-reliance.

【学位授予单位】：安徽医科大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G444

【参考文献】