大學(xué)生積極人格與就業(yè)能力相關(guān)性研究
發(fā)布時(shí)間：2018-09-10 19:27
【摘要】：近年來(lái)，在高等教育大眾化不斷推進(jìn)、國(guó)際金融危機(jī)不利影響依然存在的背景下，我國(guó)大學(xué)生就業(yè)形勢(shì)日趨嚴(yán)峻，這直接導(dǎo)致了高校大學(xué)生就業(yè)難度的加大。作為將在校讀書(shū)的大學(xué)生培養(yǎng)為入職就業(yè)的勞動(dòng)者的重要單位，高校在大學(xué)生求職就業(yè)過(guò)程中發(fā)揮著關(guān)鍵的作用。面對(duì)如此復(fù)雜、嚴(yán)峻的就業(yè)市場(chǎng)，如何幫助大學(xué)生更好地認(rèn)識(shí)自身的能力和優(yōu)勢(shì)，如何幫助大學(xué)生在求職過(guò)程中保持良好心態(tài)，最終到如何幫助大學(xué)生成功就業(yè)且在入職后長(zhǎng)遠(yuǎn)發(fā)展，成為擺在高校就業(yè)指導(dǎo)工作中的重要命題。 源起于美國(guó)的積極心理學(xué)自上個(gè)世紀(jì)以來(lái)，正以其獨(dú)有的生機(jī)和活力，在社會(huì)上越來(lái)越多的領(lǐng)域發(fā)揮著重大影響，并由此在全世界掀起一場(chǎng)積極運(yùn)動(dòng)，積極心理學(xué)的一些觀點(diǎn)已逐步滲透到社會(huì)學(xué)、教育學(xué)、經(jīng)濟(jì)學(xué)、管理學(xué)等領(lǐng)域，以其獨(dú)特的視覺(jué)和角度對(duì)其中的許多理論產(chǎn)生著重要影響。作為其中的一個(gè)重要分支，積極人格理論能否為大學(xué)生求職就業(yè)提供理論及實(shí)踐借鑒？大學(xué)生積極人格與其就業(yè)能力之間是否存在某種關(guān)聯(lián)？在積極人格理論視域下構(gòu)建大學(xué)生就業(yè)能力是否符合當(dāng)前就業(yè)市場(chǎng)的需求？這些問(wèn)題成為很多專(zhuān)家和學(xué)者的重要研究?jī)?nèi)容，同時(shí)也正是本研究試圖關(guān)注和探討的問(wèn)題。 本研究在對(duì)大學(xué)生積極人格和就業(yè)能力相關(guān)理論和研究進(jìn)行深入了解的基礎(chǔ)上，采用杜夏華編制的《大學(xué)生積極人格量表》和鄭天馳編制的《大學(xué)生就業(yè)能力測(cè)量問(wèn)卷》，以廣東外語(yǔ)外貿(mào)大學(xué)部分畢業(yè)班學(xué)生為研究對(duì)象，，通過(guò)實(shí)證研究分析被試大學(xué)生的積極人格和就業(yè)能力，并在調(diào)查研究數(shù)據(jù)統(tǒng)計(jì)和訪談的基礎(chǔ)上，嘗試分析被試大學(xué)生積極人格與其就業(yè)能力之間的相關(guān)性。 通過(guò)研究發(fā)現(xiàn)： 一、被試大學(xué)生的積極人格和就業(yè)能力總體上處于中上水平。本研究中，全部被試大學(xué)生在積極人格問(wèn)卷上的平均分為354.44（滿分為440分），在大學(xué)生就業(yè)能力問(wèn)卷上的平均分為150.46（滿分185分），表明被試大學(xué)生的積極人格和就業(yè)能力總體上處于中等偏上水平，即被試大學(xué)生總體上具備較為明顯的積極人格，同時(shí)具備一定程度的就業(yè)能力水平。 二、被試大學(xué)生的積極人格和就業(yè)能力在大部分人口變量上不存在顯著差異。本研究中，被試大學(xué)生積極人格在生源地方面不存在顯著差異，但是具體到愛(ài)心和信仰這兩個(gè)因子上，來(lái)自城市的大學(xué)生要比來(lái)自農(nóng)村的大學(xué)生相對(duì)顯著些；被試大學(xué)生積極人格在性別方面不存在顯著差異，但是具體到幽默、熱情和社會(huì)智力這三個(gè)因子上，男生在這三個(gè)方面的得分顯著高于女生，表現(xiàn)為更明顯的幽默、熱情，和更高的社會(huì)智力；被試大學(xué)生積極人格在是否擔(dān)任過(guò)學(xué)生干部方面存在顯著差異，即擔(dān)任過(guò)學(xué)生干部大學(xué)生的積極人格比未擔(dān)任過(guò)學(xué)生干部的大學(xué)生相對(duì)來(lái)說(shuō)更加明顯。與此同時(shí)，被試大學(xué)生就業(yè)能力在性別、生源地、是否獨(dú)生子女、是否擔(dān)任過(guò)學(xué)生干部四個(gè)方面均不存在顯著差異。 三、被試大學(xué)生的積極人格與就業(yè)能力之間存在顯著相關(guān)性。本研究中，被試大學(xué)生積極人格總得分可以非常有效地解釋大學(xué)生就業(yè)能力71.9%的變異量,說(shuō)明大學(xué)生積極人格得分與其就業(yè)能力得分之間存在顯著相關(guān)性。 此外，從已簽約工作單位的被試大學(xué)生積極人格得分、就業(yè)能力得分與其實(shí)際就業(yè)情況的對(duì)比分析來(lái)看，積極人格得分較高的被試大學(xué)生，其就業(yè)能力得分和薪金待遇基本上也相對(duì)應(yīng)較高，其簽約工作單位也相對(duì)較好；與此相反，積極人格得分較低的被試大學(xué)生，其就業(yè)能力得分和薪金待遇基本上也相對(duì)應(yīng)較低。 四、積極人格在大學(xué)生求職就業(yè)中的積極作用。本研究在調(diào)查問(wèn)卷所反映情況的基礎(chǔ)上，針對(duì)39名已經(jīng)簽約工作單位的大學(xué)生進(jìn)行訪談了解，受訪大學(xué)生普遍反映自身積極人格特質(zhì)在其求職就業(yè)過(guò)程中，在不同程度上發(fā)揮著積極作用，包括：（一）積極人格有助于大學(xué)生辨析求職意向；（二）積極人格有助于大學(xué)生拓展求職潛能；（三）積極人格有助于大學(xué)生強(qiáng)化心理承受力；（四）積極人格有助于大學(xué)生提高社會(huì)和人際交往能力。 最后，在對(duì)研究結(jié)果進(jìn)行深入分析和探討的基礎(chǔ)上，本研究著重探討高校在積極人格理論視域下幫助大學(xué)生提高就業(yè)能力的具體措施，包括：（一）將大學(xué)生就業(yè)能力的培養(yǎng)與積極人格的塑造緊密結(jié)合；（二）幫助大學(xué)生發(fā)掘和重視自身潛在的人格優(yōu)勢(shì)和就業(yè)能力；（三）幫助大學(xué)生在積極的體驗(yàn)下保持積極情緒；（四）幫助大學(xué)生在求職挫折中樹(shù)立樂(lè)觀型解釋風(fēng)格。
[Abstract]:In recent years, with the popularization of higher education and the existence of the adverse effects of the international financial crisis, the employment situation of college students in China is becoming more and more serious, which directly leads to the difficulty of employment of College students. Faced with such a complicated and severe job market, how to help college students better understand their abilities and advantages, how to help college students keep a good attitude in the job hunting process, and finally how to help college students successfully obtain employment and develop in the long run after taking up a job has become a university job. Important proposition in industry guidance work.
Positive psychology, originating in the United States, has been exerting great influence in more and more fields of society with its unique vitality and vigor since the last century. As a result, an active movement has been launched all over the world. Some viewpoints of positive psychology have gradually penetrated into the fields of sociology, pedagogy, economics and management with its unique characteristics. As an important branch of the theory, can the theory of positive personality provide theoretical and practical references for college students in job-hunting and employment? Is there any correlation between College Students'positive personality and their employment ability? Constructing college students' employment ability from the perspective of the theory of positive personality Whether power meets the needs of the current employment market? These problems have become an important research content of many experts and scholars, and also are the issues that this study attempts to focus on and explore.
On the basis of thorough understanding of the relevant theories and researches on College Students'positive personality and employment ability, this study adopts Du Xiahua's Positive Personality Scale and Zheng Tianchi's Employment Ability Measurement Questionnaire to study some graduates of Guangdong University of Foreign Studies and Foreign Trade. This paper analyzes the positive personality and employment ability of the college students, and tries to analyze the correlation between the positive personality and employment ability of the college students on the basis of survey data and interviews.
The study found that:
In this study, all the college students were divided into 354.44 (full score 440), 150.46 (full score 185), indicating the total positive personality and employment ability of the college students. Physically, the college students are in the middle and upper level, that is, they have more obvious positive personality and have a certain degree of employment ability.
In this study, there is no significant difference in the source of students'positive personality, but in terms of love and belief, college students from urban areas are more significant than those from rural areas. There is no significant gender difference in the positive personality of College students, but in terms of humor, enthusiasm and social intelligence, boys scored significantly higher than girls in these three aspects, showing more obvious humor, enthusiasm, and higher social intelligence. At the same time, there are no significant differences in the employability of the students in terms of gender, place of origin, whether they are only children, whether they have been student cadres or not.
Third, there is a significant correlation between the positive personality and employment ability. In this study, the total score of the positive personality of the college students can very effectively explain 71.9% of the variation of the college students'employment ability, indicating that there is a significant correlation between the score of the college students' positive personality and their employment ability.
In addition, from the positive personality score, employment ability score and the actual employment situation of the students who have signed the work unit, the comparative analysis shows that the students with higher positive personality score, their employment ability score and salary are basically higher, and their contracting work unit is also relatively better; on the contrary, the students with higher positive personality score are more active. The college students with lower personality score have lower scores of employment ability and salary.
Fourthly, positive personality plays an active role in college students'job hunting and employment. Based on the information reflected in the questionnaire, this study interviewed 39 college students who have signed up for a job. The interviewed college students generally reflected their positive personality traits and played a positive role in the job hunting and employment process to varying degrees. It includes: (1) Positive personality is helpful for college students to differentiate their job-hunting intention; (2) Positive personality is helpful for college students to expand their job-hunting potential; (3) Positive personality is helpful for college students to strengthen their psychological endurance; (4) Positive personality is helpful for college students to improve their social and interpersonal skills.
Finally, on the basis of in-depth analysis and discussion of the results of the study, this study focuses on the specific measures to help college students improve their employability from the perspective of the positive personality theory, including: (1) the cultivation of College Students'employability and the shaping of positive personality closely combined; (2) helping college students to explore and value themselves Potential Personality Advantages and Employment Ability; (3) Help College Students to Maintain Positive Emotions under Positive Experiences; (4) Help College Students to Establish an Optimistic Interpretation Style in Their Job-hunting Frustrations.
【學(xué)位授予單位】：廣東外語(yǔ)外貿(mào)大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類(lèi)號(hào)】：G641
本文編號(hào)：2235395
[Abstract]:In recent years, with the popularization of higher education and the existence of the adverse effects of the international financial crisis, the employment situation of college students in China is becoming more and more serious, which directly leads to the difficulty of employment of College students. Faced with such a complicated and severe job market, how to help college students better understand their abilities and advantages, how to help college students keep a good attitude in the job hunting process, and finally how to help college students successfully obtain employment and develop in the long run after taking up a job has become a university job. Important proposition in industry guidance work.
Positive psychology, originating in the United States, has been exerting great influence in more and more fields of society with its unique vitality and vigor since the last century. As a result, an active movement has been launched all over the world. Some viewpoints of positive psychology have gradually penetrated into the fields of sociology, pedagogy, economics and management with its unique characteristics. As an important branch of the theory, can the theory of positive personality provide theoretical and practical references for college students in job-hunting and employment? Is there any correlation between College Students'positive personality and their employment ability? Constructing college students' employment ability from the perspective of the theory of positive personality Whether power meets the needs of the current employment market? These problems have become an important research content of many experts and scholars, and also are the issues that this study attempts to focus on and explore.
On the basis of thorough understanding of the relevant theories and researches on College Students'positive personality and employment ability, this study adopts Du Xiahua's Positive Personality Scale and Zheng Tianchi's Employment Ability Measurement Questionnaire to study some graduates of Guangdong University of Foreign Studies and Foreign Trade. This paper analyzes the positive personality and employment ability of the college students, and tries to analyze the correlation between the positive personality and employment ability of the college students on the basis of survey data and interviews.
The study found that:
In this study, all the college students were divided into 354.44 (full score 440), 150.46 (full score 185), indicating the total positive personality and employment ability of the college students. Physically, the college students are in the middle and upper level, that is, they have more obvious positive personality and have a certain degree of employment ability.
In this study, there is no significant difference in the source of students'positive personality, but in terms of love and belief, college students from urban areas are more significant than those from rural areas. There is no significant gender difference in the positive personality of College students, but in terms of humor, enthusiasm and social intelligence, boys scored significantly higher than girls in these three aspects, showing more obvious humor, enthusiasm, and higher social intelligence. At the same time, there are no significant differences in the employability of the students in terms of gender, place of origin, whether they are only children, whether they have been student cadres or not.
Third, there is a significant correlation between the positive personality and employment ability. In this study, the total score of the positive personality of the college students can very effectively explain 71.9% of the variation of the college students'employment ability, indicating that there is a significant correlation between the score of the college students' positive personality and their employment ability.
In addition, from the positive personality score, employment ability score and the actual employment situation of the students who have signed the work unit, the comparative analysis shows that the students with higher positive personality score, their employment ability score and salary are basically higher, and their contracting work unit is also relatively better; on the contrary, the students with higher positive personality score are more active. The college students with lower personality score have lower scores of employment ability and salary.
Fourthly, positive personality plays an active role in college students'job hunting and employment. Based on the information reflected in the questionnaire, this study interviewed 39 college students who have signed up for a job. The interviewed college students generally reflected their positive personality traits and played a positive role in the job hunting and employment process to varying degrees. It includes: (1) Positive personality is helpful for college students to differentiate their job-hunting intention; (2) Positive personality is helpful for college students to expand their job-hunting potential; (3) Positive personality is helpful for college students to strengthen their psychological endurance; (4) Positive personality is helpful for college students to improve their social and interpersonal skills.
Finally, on the basis of in-depth analysis and discussion of the results of the study, this study focuses on the specific measures to help college students improve their employability from the perspective of the positive personality theory, including: (1) the cultivation of College Students'employability and the shaping of positive personality closely combined; (2) helping college students to explore and value themselves Potential Personality Advantages and Employment Ability; (3) Help College Students to Maintain Positive Emotions under Positive Experiences; (4) Help College Students to Establish an Optimistic Interpretation Style in Their Job-hunting Frustrations.
【學(xué)位授予單位】：廣東外語(yǔ)外貿(mào)大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類(lèi)號(hào)】：G641
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