【摘要】：大學(xué)生就業(yè)歷來(lái)是黨和國(guó)家非常關(guān)注和重視的問(wèn)題。黨的十八大提出了“做好以高校畢業(yè)生為重點(diǎn)的青年就業(yè)工作”、“推動(dòng)實(shí)現(xiàn)更高質(zhì)量的就業(yè)”等一系列新任務(wù)、新要求，更加凸顯了我國(guó)大學(xué)生就業(yè)問(wèn)題的重要性。與此相對(duì)應(yīng)的現(xiàn)實(shí)情況大學(xué)生就業(yè)面臨著嚴(yán)峻的形勢(shì)：一方面勞動(dòng)力市場(chǎng)整體需求不足，另一方面用人單位常�？嘤谌瞬诺娜狈Χ胁坏胶线m的人才。出現(xiàn)這種供需不平衡的一個(gè)主要原因是，，在知識(shí)經(jīng)濟(jì)時(shí)代高素質(zhì)人才已經(jīng)成為各用人單位極力爭(zhēng)取的第一資源，雖然我國(guó)勞動(dòng)力的學(xué)歷層次在不斷提高，但高學(xué)歷并不能與氋素質(zhì)之間完全劃等號(hào)。在競(jìng)爭(zhēng)激烈的就業(yè)市場(chǎng)上，學(xué)歷和文憑已經(jīng)被越來(lái)越多的用人單位放在了次要位置，一個(gè)大學(xué)生的綜合素質(zhì)尤其是心理素質(zhì)被越來(lái)越多的用人單位作為主要衡量指標(biāo)。 積極心理資本作為影響大學(xué)生就業(yè)的一個(gè)重要因素對(duì)心理健康、幸福感和工作績(jī)效等方面的作用已經(jīng)被很多研究學(xué)者所證實(shí)。心理資本對(duì)于提升就業(yè)機(jī)會(huì)以致工作能力都具有較為重要的作用，本研究在文獻(xiàn)分析探討的基礎(chǔ)上，對(duì)積極心理資本內(nèi)涵進(jìn)行了界定，并構(gòu)建了積極心理資本對(duì)大學(xué)生就業(yè)影響的經(jīng)濟(jì)理論模型；對(duì)大學(xué)生積極心理資本測(cè)度方法進(jìn)行了比較，改進(jìn)和編制了本土化的《大學(xué)生積極心理資本調(diào)查問(wèn)卷》，并進(jìn)行了信度和效度分析，結(jié)果表明問(wèn)卷具有良好的信度和效度；運(yùn)用定量分析方法對(duì)大學(xué)生積極心理資本及六個(gè)維度的影響因素進(jìn)行了差異性分析，分析表明影響路徑受到人口統(tǒng)計(jì)學(xué)變量如性別、年齡、生源地及專業(yè)背景等因素的影響，而且各個(gè)因素影響方向和程度均不相同；構(gòu)建二值選擇模型，并運(yùn)用probit和logit方法進(jìn)行了計(jì)量穩(wěn)定性檢驗(yàn)，實(shí)證結(jié)果表明：積極心理資本及其結(jié)構(gòu)要素維度都對(duì)大學(xué)生就業(yè)有顯著影響，主要通過(guò)以下兩個(gè)途徑：（1）大學(xué)生積極心理資本通過(guò)希望、樂(lè)觀、韌性、感恩、自尊等資本構(gòu)成要素維度對(duì)大學(xué)生就業(yè)機(jī)會(huì)具有顯著的正向的影響，提升各維度可以提升大學(xué)生就業(yè)。自我效能因素影響不顯著。（2）大學(xué)生積極心理資本作為一個(gè)整體對(duì)大學(xué)生就業(yè)也有顯著正向的影響，作為一個(gè)整體影響作用顯著大于各維度的影響作用。因此解決大學(xué)生就業(yè)難的問(wèn)題，促進(jìn)大學(xué)生就業(yè)，可以從提升大學(xué)生積極心理資本入手，通過(guò)有針對(duì)性的措施增強(qiáng)大學(xué)生積極心理資本總量及各維度，從而實(shí)現(xiàn)推進(jìn)大學(xué)生就業(yè)的目的。
[Abstract]:The employment of college students has always been a problem that the Party and the country attach great importance to. The 18th National Congress of the Communist Party of China (CPC) put forward a series of new tasks, such as "doing a good job of youth employment with emphasis on college graduates" and "promoting higher quality employment". The new requirements have highlighted the importance of the employment problem of college students in our country. The corresponding reality is that the employment of college students is facing a severe situation: on the one hand, the overall demand of the labor market is insufficient, on the other hand, employers often suffer from the lack of talents and can not recruit suitable talents. One of the main reasons for the imbalance between supply and demand is that in the era of knowledge economy, high-quality talents have become the first resources that employers strive for, although the educational level of the labor force in our country is constantly improving. However, a high degree of education can not be completely equated with the quality of a person. In the competitive job market, academic qualifications and diplomas have been put in the secondary position by more and more employers. The comprehensive quality of a college student, especially the psychological quality, is regarded as the main index by more and more employers. As an important factor affecting college students' employment, the role of positive psychological capital in mental health, happiness and job performance has been confirmed by many researchers. Psychological capital plays an important role in improving employment opportunities and even working ability. on the basis of literature analysis and discussion, this study defines the connotation of positive psychological capital. The economic theoretical model of the influence of positive psychological capital on college students' employment is constructed. This paper compares the methods of measuring college students' positive psychological capital, improves and compiles the localized questionnaire of positive psychological capital of college students, and analyzes the reliability and validity of the questionnaire. The results show that the questionnaire has good reliability and validity. This paper analyzes the difference between the positive psychological capital of college students and the influencing factors of the six dimensions by means of quantitative analysis. The analysis shows that the influencing path is affected by demographic variables such as sex, age, origin of students and professional background. Moreover, the influence direction and degree of each factor are different. The binary selection model is constructed, and the econometric stability test is carried out by using probit and logit methods. The empirical results show that the positive psychological capital and its structural elements have a significant impact on the employment of college students. Through the following two ways: (1) the positive psychological capital of college students has a significant positive impact on the employment opportunities of college students through the dimensions of capital components such as hope, optimism, resilience, gratitude, self-esteem and so on. The promotion of various dimensions can improve the employment of college students. The influence of self-efficacy factors is not significant. (2) the positive psychological capital of college students as a whole also has a significant positive impact on the employment of college students, as a whole, the effect is significantly greater than that of each dimension. Therefore, to solve the problem of difficult employment of college students and promote the employment of college students, we can start with promoting the positive psychological capital of college students, and enhance the total amount and dimensions of positive psychological capital of college students through targeted measures. In order to achieve the purpose of promoting the employment of college students.
【學(xué)位授予單位】：湖南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：F224;F249.2

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