發(fā)布時間：2018-06-13 16:33

  本文選題：高職學生 + 生涯適應性　； 參考：《魯東大學》2012年碩士論文

【摘要】：生涯適應性是適應性概念在生涯領域中的應用，近年來在國內外生涯心理學中的關注度逐漸提高。本研究立足于國內外生涯適應性相關文獻綜述，以及本土高職院校學生生涯的心理和發(fā)展特點，將高職院校學生生涯適應性界定為：個體在生涯建構過程中能夠有效實現(xiàn)角色發(fā)展—轉換—發(fā)展而需具備的思維傾向和自我調控策略。個體的生涯適應性體現(xiàn)為，生涯適應性思維傾向和生涯適應性自我調控策略主客觀兩方面的均衡發(fā)展。本研究以高職院校學生為研究對象，采用結構式訪談、問卷測量等研究方法，運用實證研究，系統(tǒng)地探索了高職院校學生的生涯適應性結構及其特征。 本研究的最終目的是期望通過系統(tǒng)的研究，豐富國內生涯適應性研究內容，提高高職院校對學生生涯適應性的關注程度，為高職院校開展生涯教育，高職學生自身生涯規(guī)劃提供理論和應用指導。本研究獲得以下主要結論： 1.獲得高職院校學生生涯適應性結構，包括主觀部分的思維傾向的三個維度：樂觀自信、包容進取、探索自治；客觀部分的自我調控策略的六個維度：生涯創(chuàng)新、生涯應對、生涯文化、生涯探索、生涯持續(xù)性和生涯現(xiàn)實性。根據(jù)以上結構編制的問卷具有較好的信效度，符合心理測量學標準，可以作為評估高職院校學生生涯適應性的工具。 2.運用實證研究考察了我國高職院校學生的生涯適應性特征。高職院校學生生涯適應性總體發(fā)展居中等偏上水平，自我調控策略水平落后于思維傾向水平，各具體維度上發(fā)展水平不均衡，表現(xiàn)為思維傾向的樂觀自信和包容進取兩個維度，自我調控策略的生涯探索、生涯創(chuàng)新、生涯持續(xù)性以及生涯文化四個維度的得分較低。將高職學生生涯適應性按照思維傾向和自我調控策略得分高低，劃分為四種類型，分別表現(xiàn)為：均衡發(fā)展、有心無力、盲目應對、發(fā)展停滯。類型分析結果顯示56.6%的高職學生存在生涯發(fā)展阻礙，15.5%的高職學生生涯適應性急需增強。 3.高職院校學生生涯適應性在性別、年級、專業(yè)、社會實踐和家庭社會經(jīng)濟地位上存在顯著差異。具體表現(xiàn)為：在性別上，高職男生生涯適應性自我調控策略水平，顯著優(yōu)于高職女生，，生涯適應性思維傾向水平無顯著差異；在年級上，高職學生生涯適應性自我調控策略水平隨年級升高顯著提高，生涯適應性思維傾向不存在顯著差異；在專業(yè)上，工科類學生生涯適應性自我調控策略水平，要顯著高于文科類和理科類學生，生涯適應性思維傾向水平無顯著差異；在社會實踐時間上，3至6個月組和6個月以上組的高職學生，在生涯適應性思維傾向和自我調控策略上的得分，都顯著高于3個月以下組；在家庭社會經(jīng)濟地位上，高職學生生涯適應性思維傾向和自我調控策略水平，都隨著家庭社會經(jīng)濟地位的上升而顯著提高。
[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.
【學位授予單位】：魯東大學
【學位級別】：碩士
【學位授予年份】：2012
【分類號】：G717.38

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本文編號：2014662