本文選題：就業(yè)壓力　切入點(diǎn)：成就動(dòng)機(jī)　出處：《西南大學(xué)》2009年碩士論文　論文類型：學(xué)位論文

【摘要】： 低年級(jí)大學(xué)生正處在學(xué)習(xí)科學(xué)文化知識(shí)和掌握科學(xué)技術(shù)理論和技術(shù)的時(shí)候。具有很高的成就動(dòng)機(jī)。成就動(dòng)機(jī)作為一種重要的社會(huì)性動(dòng)機(jī),它對(duì)個(gè)體的工作和學(xué)習(xí)都有很大的推動(dòng)作用。大學(xué)生是高端人才的后備力量,其成就動(dòng)機(jī)的狀況與個(gè)人成才、社會(huì)發(fā)展密切相關(guān)。過去的十幾年間,大學(xué)畢業(yè)生總量迅速增加,隨之而來的就是大學(xué)生就業(yè)困難的問題。大學(xué)生面臨著巨大的壓力,理想與現(xiàn)實(shí)之間的差異在他們的內(nèi)心形成一系列的沖突和矛盾,從而產(chǎn)生很大的心理壓力。尤其近幾年來,國(guó)內(nèi)外的研究表明,就業(yè)或擇業(yè)壓力是大學(xué)生心理壓力的重要來源。根據(jù)壓力理論,個(gè)體的行為會(huì)出現(xiàn)逃避、退縮、無助與自憐等行為。因此個(gè)體的成就動(dòng)機(jī)可能會(huì)受到就業(yè)壓力的影響。 為了探明就業(yè)壓力是否對(duì)大學(xué)生成就動(dòng)機(jī)造成負(fù)面影響,以及如何影響大學(xué)生的成就動(dòng)機(jī),本研究采用陳宇紅教授編制的《大學(xué)生就業(yè)壓力問卷》和葉仁敏修訂的Gjesme和Nygard編制的《成就動(dòng)機(jī)量表》,測(cè)量西南大學(xué)一年級(jí)和二年級(jí)學(xué)生的就業(yè)壓力和成就動(dòng)機(jī)水平并進(jìn)行分析。 本研究發(fā)現(xiàn): 一、低年級(jí)大學(xué)生已經(jīng)感受到了就業(yè)壓力,其中求職競(jìng)爭(zhēng)的壓力最大,其次是專業(yè)供求矛盾的壓力。低年級(jí)大學(xué)生,體驗(yàn)到的壓力更多的是跟自己相聯(lián)系的一些基本情況,如自己的競(jìng)爭(zhēng)能力,自己對(duì)自我的定位,自己的個(gè)人素質(zhì)以及自己的社會(huì)關(guān)系等。 二、影響大學(xué)生就業(yè)壓力的因素首先是招生的類型,非師范生比免費(fèi)師范生體驗(yàn)到了更大的就業(yè)壓力。其次是年級(jí)因素,二年級(jí)的大學(xué)生比一年級(jí)的大學(xué)生體驗(yàn)到了更大的就業(yè)壓力,接下來是性別因素,女性比男性體驗(yàn)到了更大的就業(yè)壓力。最后是學(xué)科因素和城鄉(xiāng)生源因素,文科和鄉(xiāng)村生源的大學(xué)生體驗(yàn)的就業(yè)壓力更大。 三、低年級(jí)大學(xué)生的成就動(dòng)機(jī)處于比較理想的水平,但是也出現(xiàn)了群體的差異。造成低年級(jí)大學(xué)生成就動(dòng)機(jī)差異的首要因素是年級(jí)因素,一年級(jí)的大學(xué)生比二年級(jí)的大學(xué)生成就動(dòng)機(jī)更高,其次是性別因素,男性比女性的成就動(dòng)機(jī)更高。然后是城鄉(xiāng)因素,城鎮(zhèn)生源的大學(xué)生成就動(dòng)機(jī)更高。 四、低年級(jí)大學(xué)生就業(yè)壓力和成就動(dòng)機(jī)之間具有穩(wěn)定的負(fù)相關(guān),就業(yè)壓力越大,成就動(dòng)機(jī)就越低。 本研究的結(jié)果與國(guó)內(nèi)研究者在大學(xué)生就業(yè)壓力以及大學(xué)生的成就動(dòng)機(jī)的結(jié)論大體一致,但也存在差異。進(jìn)一步探明了就業(yè)壓力與成就動(dòng)機(jī)的相互影響機(jī)制,對(duì)于提高大學(xué)生的成就動(dòng)機(jī)、尋找合理的應(yīng)對(duì)方式具有現(xiàn)實(shí)意義。
[Abstract]:Junior college students are learning scientific and cultural knowledge and mastering theories and techniques of science and technology. They have high achievement motivation. Achievement motivation is an important social motivation. College students are the reserve force of high-end talents, and their achievement motivation is closely related to their personal development and social development. In the past ten years, the total number of college graduates has increased rapidly. The following is the problem of college students' employment difficulties. College students are facing enormous pressure. The difference between ideal and reality forms a series of conflicts and contradictions in their hearts, thus creating great psychological pressure. Especially in recent years, Studies at home and abroad have shown that employment or job pressure is an important source of psychological stress for college students. According to stress theory, individual behavior will escape and retreat. Helplessness and self-pity. Therefore, individual achievement motivation may be affected by employment pressure. In order to find out whether employment pressure has a negative impact on college students' achievement motivation, and how to influence college students' achievement motivation, This study measured the employment stress and achievement motivation of freshmen and sophomores in Southwest University by using the questionnaire of College students' Employment stress compiled by Professor Chen Yuhong and the scale of Achievement motivation compiled by Gjesme and Nygard, revised by Ye Renmin. Level and analyze. This study found that:. First, junior college students have already felt the pressure of employment, of which the pressure of competition for employment is the greatest, followed by the pressure of contradictory supply and demand of major. The pressure experienced by junior students is more of the basic conditions associated with themselves. Such as their own competitiveness, self-positioning, their personal qualities and their own social relations. Second, the factors that affect the employment pressure of college students are, first, the type of enrollment, the non-normal students experience greater employment pressure than the free normal students, and the second is the grade factor. Second grade students experience greater employment pressure than first-year students, then gender factors, women experience greater employment pressure than men. Finally, there are subject factors and urban and rural student resources. College students from liberal arts and rural areas experience greater employment pressure. Third, the achievement motivation of the junior college students is at the ideal level, but there is also a group difference. The primary factor that causes the difference in the achievement motivation of the junior college students is the grade factor. The achievement motivation of the first grade students is higher than that of the second grade students, the gender factor is the second, the achievement motivation of the male is higher than that of the female, then is the urban and rural factors, and the achievement motivation of the urban and rural students is higher than that of the urban students. Fourth, there is a stable negative correlation between the employment pressure and achievement motivation of the junior college students. The greater the employment pressure, the lower the achievement motivation. The results of this study are consistent with the findings of domestic researchers on the employment pressure of college students and the achievement motivation of college students, but there are also differences, which further explore the interaction mechanism between employment pressure and achievement motivation. It is of practical significance to improve college students' achievement motivation and find reasonable coping styles.
【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2009
【分類號(hào)】：B844.2

【引證文獻(xiàn)】

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1 崔妍;就業(yè)壓力對(duì)大學(xué)應(yīng)屆畢業(yè)生焦慮情緒的影響：心理彈性的中介作用[D];吉林大學(xué);2011年

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本文編號(hào)：1634968