中职生创业自我效能感现状及其干预研究

发布时间：2018-07-22 16:20

【摘要】：创新创业是推进社会经济发展重要且不可忽视的力量,是拉动经济快速增长的积极因素。2015年十二届全国人大三次会议上,李克强总理在《政府工作报告》中指出要大力开展“大众创业、万众创新”,中职生作为“大众”的重要组成部分,是未来推动创新创业的重要力量,创业是中职生缓解当前就业压力、实现自我人生价值与理想的关键途径。创业教育也是中职学校人才培养模式转变与发展的实际需要,近几年来,创业教育在各个中职学校如火如荼地展开。本研究通过对中职生创业自我效能感现状调查及创业课程教育干预效果的实证研究,了解中职生创业自我效能感的总体状况及其影响因素,探讨创业课程教育活动对中职生创业自我效能感的实际影响,从而在理论与实证两方面为政府部门、各个中职学校的创业教育具体决策探索新路径提供理论补充。本研究对688名中职生的创业自我效能感水平以及其表现特点进行了具体的探究,选取了选修创业课程的75名中职生和75名未选修创业课程的中职生进行讨论研究中职创业教育对中职生创业自我效能感的实际影响效果;运用相关样本T检验、独立样本T检验、方差分析等多种统计学方法进行探讨与分析,得出如下结论:(1)中职生的创业自我效能感水平主要表现为以下几个方面的特点:当前中职生的总体创业自我效能感正处在中等水平;男中职生与女中职生在创业自我效能感总分等多个维度具有显著的差异;不同年级的中职生在各个方面不存在统计学差异;机电专业的学生在情绪调控效能感这一方面显著高于另外的各个专业;来自城市的中职生在创业自我效能感总分以及情绪调控效能感、创新效能感这两个维度上显著高于来自乡村和县镇的中职生;非独生子女中职生的创业学习效能感要显著高于独生子女中职生;家庭曾经有创业经历的中职生的创业自我效能感总分和创新效能感均显著高于未曾经创业家庭的中职生;拥有社会实践经历的中职生在创业自我效能感总分及情绪调控、机会识别、创业学习、协调管理效能感这五个维度上均比无社会实践经历的中职生有更高的效能感水平。(2)创业教育能显著的提高中职生的创业自我效能感,有积极的正向作用。在经过创业课程教育学习之后,实验组中职生的前后测得分存在显著差异(p0.01);实验组和对照组中职生在协调管理能力和创业学习效能感上均存在显著差异(p0.01)。基于干预研究的结果,提出了有效提升中职生创业自我效能感的教育课程,为推动中职学校创业课程教育的持续发展,提升学生创业心理特质与创业自我效能感提出更为有效的建议。
[Abstract]:Innovation and entrepreneurship are important and not negligible forces to promote social and economic development, and are positive factors in stimulating rapid economic growth. At the third session of the 12th National people's Congress in 2015, Prime Minister Li Keqiang pointed out in the "Government work report" that it is necessary to vigorously carry out "mass entrepreneurship, mass innovation" and that secondary vocational students, as an important part of "public", are important forces in promoting innovation and entrepreneurship in the future. Entrepreneurship is the key way for secondary vocational students to relieve the current employment pressure and realize their own life value and ideal. Entrepreneurship education is also the practical need of the transformation and development of talents training mode in secondary vocational schools. In recent years, entrepreneurship education in various vocational schools in full swing. By investigating the current situation of entrepreneurial self-efficacy of secondary vocational school students and the effect of education intervention of entrepreneurship curriculum, this study is to understand the overall situation of entrepreneurial self-efficacy of vocational school students and its influencing factors. This paper probes into the practical influence of entrepreneurship curriculum education activities on the entrepreneurial self-efficacy of secondary vocational school students, thus providing a theoretical supplement for the government departments and each secondary vocational school to explore new ways of making specific decisions on entrepreneurship education in both theoretical and empirical aspects. In this study, the level of entrepreneurial self-efficacy and its performance characteristics of 688 secondary vocational students were investigated. In this paper, 75 secondary vocational students and 75 non-elective secondary vocational students were selected to discuss the actual effect of secondary vocational education on entrepreneurial self-efficacy of secondary vocational school students, and the relevant sample T test was used to study the effect of entrepreneurship education on entrepreneurial self-efficacy of secondary vocational school students. Independent sample T-test, ANOVA and other statistical methods were discussed and analyzed. The following conclusions are drawn: (1) the level of entrepreneurial self-efficacy of secondary vocational students is mainly characterized by the following aspects: at present, the overall sense of entrepreneurial self-efficacy of secondary vocational students is at the middle level; There are significant differences between male secondary vocational students and female secondary vocational students in the total scores of entrepreneurial self-efficacy, but there is no statistical difference in different grades. The students majoring in mechanical and electrical majors were significantly higher than the other majors in terms of emotional control efficacy, the total score of entrepreneurial self-efficacy and the emotional control efficacy of secondary vocational students from cities. The two dimensions of innovation efficacy are significantly higher than that of secondary vocational students from rural and county towns, and the entrepreneurial learning efficacy of non-only child secondary vocational students is significantly higher than that of only child secondary vocational students. The total scores of entrepreneurial self-efficacy and innovative self-efficacy of secondary vocational students with family experience were significantly higher than those of non-entrepreneurial families, and the total scores of entrepreneurial self-efficacy and emotional regulation of secondary vocational students with social practice experience were significantly higher than those of non-entrepreneurial families. The five dimensions of opportunity recognition, entrepreneurial learning and coordinated management efficacy are higher than those of secondary vocational students without social practice. (2) Entrepreneurial education can significantly improve the entrepreneurial self-efficacy of secondary vocational students and has a positive effect. After the education and study of entrepreneurship course, there were significant differences between the experimental group and the control group (p0.01) in the ability of coordination management and the sense of entrepreneurial learning efficacy (p0.01). Based on the results of the intervention study, this paper puts forward an effective educational curriculum to promote the entrepreneurial self-efficacy of secondary vocational school students, in order to promote the sustainable development of entrepreneurship curriculum education in secondary vocational schools. To improve students' entrepreneurial psychological characteristics and entrepreneurial self-efficacy to put forward more effective suggestions.
【学位授予单位】：宁波大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G717.38

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