高职院校学生生涯适应性结构及其特征研究

发布时间：2018-06-13 16:33

本文选题：高职学生 + 生涯适应性　；参考：《鲁东大学》2012年硕士论文

【摘要】：生涯适应性是适应性概念在生涯领域中的应用，近年来在国内外生涯心理学中的关注度逐渐提高。本研究立足于国内外生涯适应性相关文献综述，以及本土高职院校学生生涯的心理和发展特点，将高职院校学生生涯适应性界定为：个体在生涯建构过程中能够有效实现角色发展—转换—发展而需具备的思维倾向和自我调控策略。个体的生涯适应性体现为，生涯适应性思维倾向和生涯适应性自我调控策略主客观两方面的均衡发展。本研究以高职院校学生为研究对象，采用结构式访谈、问卷测量等研究方法，运用实证研究，系统地探索了高职院校学生的生涯适应性结构及其特征。本研究的最终目的是期望通过系统的研究，丰富国内生涯适应性研究内容，提高高职院校对学生生涯适应性的关注程度，为高职院校开展生涯教育，高职学生自身生涯规划提供理论和应用指导。本研究获得以下主要结论： 1.获得高职院校学生生涯适应性结构，包括主观部分的思维倾向的三个维度：乐观自信、包容进取、探索自治；客观部分的自我调控策略的六个维度：生涯创新、生涯应对、生涯文化、生涯探索、生涯持续性和生涯现实性。根据以上结构编制的问卷具有较好的信效度，符合心理测量学标准，可以作为评估高职院校学生生涯适应性的工具。 2.运用实证研究考察了我国高职院校学生的生涯适应性特征。高职院校学生生涯适应性总体发展居中等偏上水平，自我调控策略水平落后于思维倾向水平，各具体维度上发展水平不均衡，表现为思维倾向的乐观自信和包容进取两个维度，自我调控策略的生涯探索、生涯创新、生涯持续性以及生涯文化四个维度的得分较低。将高职学生生涯适应性按照思维倾向和自我调控策略得分高低，划分为四种类型，分别表现为：均衡发展、有心无力、盲目应对、发展停滞。类型分析结果显示56.6%的高职学生存在生涯发展阻碍，15.5%的高职学生生涯适应性急需增强。 3.高职院校学生生涯适应性在性别、年级、专业、社会实践和家庭社会经济地位上存在显著差异。具体表现为：在性别上，高职男生生涯适应性自我调控策略水平，显著优于高职女生，，生涯适应性思维倾向水平无显著差异；在年级上，高职学生生涯适应性自我调控策略水平随年级升高显著提高，生涯适应性思维倾向不存在显著差异；在专业上，工科类学生生涯适应性自我调控策略水平，要显著高于文科类和理科类学生，生涯适应性思维倾向水平无显著差异；在社会实践时间上，3至6个月组和6个月以上组的高职学生，在生涯适应性思维倾向和自我调控策略上的得分，都显著高于3个月以下组；在家庭社会经济地位上，高职学生生涯适应性思维倾向和自我调控策略水平，都随着家庭社会经济地位的上升而显著提高。
[Abstract]:Career adaptability is the application of the concept of adaptability in the field of career. In recent years, the attention in career psychology at home and abroad has gradually increased. This study is based on the literature review of career adaptability at home and abroad, as well as the psychological and developmental characteristics of the career of local vocational college students. The vocational college students' career adaptability is defined as the thinking tendency and self-control strategy that the individual can effectively realize the role development-transformation-development in the process of career construction. The career adaptability of individuals is reflected in the balanced development of thinking tendency of career adaptability and self regulation strategy of career adaptability. This study takes the students of higher vocational colleges as the research object, adopts the structural interview, questionnaire measurement and other research methods, using the empirical research, systematically explores the career adaptability structure and its characteristics of the students in higher vocational colleges. The ultimate purpose of this study is to enrich the research content of career adaptability in China, to improve the attention of higher vocational colleges to students' career adaptability, and to develop career education for higher vocational colleges. Higher vocational students' own career planning provides theoretical and applied guidance. The main conclusions of this study are as follows: 1. The structure of vocational college students' career adaptability includes three dimensions of subjective thinking tendency: optimistic self-confidence, inclusive and enterprising, exploring autonomy, objective part of the six dimensions of self-regulation strategy: career innovation, career response, and so on. Career culture, career exploration, career continuity and career reality. According to the above structure, the questionnaire has good reliability and validity, which meets the standard of psychometrics and can be used as a tool to evaluate the career adaptability of students in higher vocational colleges. 2. This paper investigates the characteristics of vocational college students' career adaptability by using empirical research. The overall development of vocational college students' career adaptability occupies the middle level, the level of self-control strategy lags behind the level of thinking tendency, and the development level of each specific dimension is not balanced, which is shown by the optimistic, confident and inclusive and enterprising dimensions of thinking tendency. The scores of career exploration, career innovation, career persistence and career culture are lower. According to the scores of thinking tendency and self-control strategy, the career adaptability of vocational college students is divided into four types: balanced development, powerlessness, blind response and stagnant development. The result of type analysis shows that 56.6% of the students in higher vocational colleges have career development hindrance and 15.5% students' career adaptability needs to be improved urgently. There are significant differences in career adaptability in gender, grade, specialty, social practice and social and economic status of family. In terms of gender, the level of career adaptability self-regulation strategy of boys in higher vocational education is significantly better than that of female students, and there is no significant difference in career adaptive thinking tendency. The level of career adaptability self-regulation strategy of higher vocational college students increases significantly with the increase of grade, but there is no significant difference in career adaptive thinking tendency. There was no significant difference in the level of career adaptive thinking tendency between liberal arts and science students, and the higher vocational students in 3 to 6 months and more than 6 months in social practice, The scores of career adaptive thinking tendency and self-control strategy were significantly higher than those of less than 3 months group, and the career adaptive thinking tendency and self-control strategy level of higher vocational students in family social and economic status were significantly higher than those in less than 3 months group. With the rise of social and economic status of the family and significantly improved.
【学位授予单位】：鲁东大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：G717.38

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