本文選題：理工科女大學生 + 職業(yè)可能自我��； 參考：《武漢工程大學》2013年碩士論文

【摘要】：理工科女大學生就業(yè)相對困難，其原因除了職場性別歧視之外，還包括諸多要素，其中就涉及其自身的職業(yè)可能自我。理工科女大學生在大學期間因自身的專業(yè)特點、興趣愛好產(chǎn)生的對未來職業(yè)的想象，即為職業(yè)可能自我。這種想象在宏觀層面涵蓋職業(yè)目標領域、理想工作狀態(tài)、最終職業(yè)理想等，在微觀層面涉及薪酬、福利待遇、工作地點、同事關系等。理工科女大學生對未來職業(yè)的想象有積極的和消極的，積極的為職業(yè)希望自我，消極的為職業(yè)恐懼自我。 為了弄清理工科女大學生職業(yè)可能自我的現(xiàn)狀，，本研究對武漢工程大學、武漢理工大學、湖北民族學院等高校973名大學生展開了問卷調(diào)查，并對統(tǒng)計數(shù)據(jù)進行探索性因子分析、驗證性因子分析以及信效度檢驗。同時將職業(yè)希望自我和職業(yè)恐懼自我歸納為個體發(fā)展、創(chuàng)新能力、自主性、職業(yè)穩(wěn)定性和地域選擇等五個層面。基于理工科女生在專業(yè)、性別以及學歷等方面的特性，本研究將其與文科女大學生、理工科男大學生及理工科女研究生的職業(yè)可能自我予以了比較分析，厘清了理工科女大學生職業(yè)可能自我的發(fā)展狀況并歸納其職業(yè)可能自我的特點。 本研究將理工科女大學生職業(yè)可能自我發(fā)展狀況概括為：總體發(fā)展較好，比較重視個人發(fā)展、工作自主性以及穩(wěn)定性；創(chuàng)新性不足、職業(yè)附加依賴性過于強烈、職業(yè)自我效能感低下，對未來職業(yè)存在較多擔憂與恐懼；存在顯著的年級差異、城鄉(xiāng)差異、學校類型差異、家庭收入差異。導致理工科女大學生職業(yè)可能自我各種問題的主要原因，不僅包括高校針對性職業(yè)教育的缺失，關鍵還在于其專業(yè)知識和技能以及自信心的不足，同時還與片面的就業(yè)觀有關。 提高理工科女大學生的職業(yè)希望自我、減少其恐懼自我的策略主要包括：職業(yè)領域消除性別歧視；高校積極關注理工科女大學生這個特殊群體，為其提供專門的就業(yè)指導和職業(yè)規(guī)劃；理工科女大學生自身則需要努力提高自己的專業(yè)知識和綜合素質(zhì)，了解更多的職場知識，提高就業(yè)自信，為將來的職業(yè)做好的心理準備。
[Abstract]:It is difficult for female college students in science and engineering to obtain employment, which includes many factors besides sex discrimination in the workplace. During the college period, the female college students in science and engineering, because of their own professional characteristics, interests and hobbies of the future career imagination, that is, career possible self. At the macro level, this vision covers career goal areas, ideal job status, final career ideals, etc., and at the micro level involves compensation, benefits, workplace, co-worker relationships, etc. The female students of science and engineering have positive and negative imaginations of the future career, positive for career hope self, negative for career fear self. In order to find out the present situation of female college students in science and engineering, this study conducted a questionnaire survey on 973 college students in Wuhan University of Engineering, Wuhan University of Technology and Hubei Institute for nationalities, and carried out exploratory factor analysis on the statistical data. Confirmatory factor analysis and reliability and validity test. At the same time, the self of career hope and fear is divided into five levels: individual development, innovation ability, autonomy, career stability and regional selection. Based on the characteristics of female students in science and engineering, such as major, gender and academic background, this study compared them with female liberal arts students, male students in science and engineering and female graduate students in science and engineering. This paper clarifies the development status of professional possible self of female college students in science and engineering and sums up the characteristics of their professional possible self. In this study, the professional self-development of female college students in science and engineering was summarized as follows: better overall development, more attention to personal development, job autonomy and stability, lack of innovation, too strong dependency on career attachment. The sense of occupational self-efficacy is low, there are many worries and fears about the future occupation, there are significant grade differences, urban and rural differences, school type differences, family income differences. The main causes of the possible self-problems of female college students in science and engineering are not only the lack of targeted vocational education, but also the lack of their professional knowledge and skills, as well as their self-confidence, and the one-sided view of employment. The strategies to improve female college students' career hope and reduce their fear self include: eliminating gender discrimination in vocational field, paying active attention to the special group of female students in science and engineering. To provide them with special employment guidance and career planning, female science and engineering students themselves need to strive to improve their own professional knowledge and comprehensive quality, learn more about the workplace knowledge, improve employment confidence, and make psychological preparation for the future occupation.
【學位授予單位】：武漢工程大學
【學位級別】：碩士
【學位授予年份】：2013
【分類號】：G647.38

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