本文選題：大學(xué)生　切入點：創(chuàng)業(yè)意向　出處：《西南大學(xué)》2014年碩士論文　論文類型：學(xué)位論文

【摘要】：隨著我國大學(xué)招生人數(shù)的不斷擴大,每年高校的畢業(yè)人數(shù)都在上漲,大學(xué)生的就業(yè)形勢不容樂觀；加上很多企事業(yè)單位對應(yīng)聘者的要求都關(guān)注在工作經(jīng)驗上,使得越來越多的大學(xué)生感覺就業(yè)形勢的嚴峻。所以大學(xué)生自主創(chuàng)業(yè)就尤為重要,不僅可以解決自身就業(yè)問題,同時還能創(chuàng)造更多的就業(yè)空間。而大學(xué)生的創(chuàng)業(yè)意向是他們創(chuàng)業(yè)行為的預(yù)測之一。 多數(shù)成功的創(chuàng)業(yè)者具有樂觀、好奇心、毅力、誠實、想象力、獨立性等創(chuàng)造性人格特質(zhì),這些特質(zhì)能很好地促使他們選擇創(chuàng)業(yè)。創(chuàng)業(yè)的代價很高,是一種投入大、風(fēng)險高,回報也大的職業(yè),充滿著很多不穩(wěn)定與不確定性,所以創(chuàng)業(yè)者的社會支持也是必不可缺的外部條件。社會支持在一定程度上能促進創(chuàng)業(yè)者的成功。 重慶是我國西部經(jīng)濟發(fā)展的動力與中心,更是我國第四個中央直轄市。重慶市的各類高校共有50多所,有眾多的大學(xué)生群體。在近兩年,為了給大學(xué)生創(chuàng)造更多的創(chuàng)業(yè)機會,重慶市先后出臺了多項優(yōu)惠政策,如對本地和外地大學(xué)生平等開放就業(yè)資源及就業(yè)市場、大學(xué)生自主創(chuàng)業(yè)小額貸款等。為此,在本研究中,我們選擇重慶大學(xué)生作為研究對象進行研究,研究重慶市大學(xué)生的創(chuàng)業(yè)意向、創(chuàng)造性人格和社會支持的三者之間的關(guān)系。 但是對于大學(xué)生創(chuàng)業(yè)研究,我國多數(shù)都集中在理論性研究上,如大學(xué)生創(chuàng)業(yè)教育的內(nèi)容、實現(xiàn)途徑、模式與存在問題等,但在定量或者實證性研究上較少。本研究從心理學(xué)的角度,主要采用調(diào)查法,通過實證研究對此進行探討。研究該問題能夠幫助重慶市大學(xué)生更好地理解創(chuàng)業(yè),引導(dǎo)重慶市大學(xué)生的思考創(chuàng)業(yè)問題,幫助他們認識與理解創(chuàng)業(yè),使他們更好地創(chuàng)業(yè)；了解重慶市大學(xué)生對高校創(chuàng)業(yè)教育的認識和需要,對創(chuàng)業(yè)教育存在的問題有一定了解,從而促進有關(guān)部門改善對大學(xué)生的創(chuàng)業(yè)教育。 本研究的結(jié)果發(fā)現(xiàn)： (1)自編問卷中的《大學(xué)生創(chuàng)業(yè)意向問卷》與《社會支持問卷》,在施測中具有良好的信效度,符合心理測量學(xué)的要求,可以作為研究的測量工具。 (2)重慶大學(xué)生創(chuàng)業(yè)意向分為四個維度,各維度得分從高到低依次是：自我價值個人控制創(chuàng)業(yè)動機創(chuàng)業(yè)準備。 (3)重慶大學(xué)生創(chuàng)業(yè)意向的四個維度以及總分在性別上存在顯著差異,都是男生得分高于女生。 (4)不同專業(yè)重慶大學(xué)生創(chuàng)業(yè)意向在四個維度以及總分上都存在顯著差異,而且在四個維度和總分上,都是藝術(shù)類學(xué)生得分最高,工科類學(xué)生得分最低。 (5)不同學(xué)校重慶大學(xué)生在創(chuàng)業(yè)動機與個人控制維度上存在顯著差異,重點大學(xué)學(xué)生高于普通大學(xué)學(xué)生；而在創(chuàng)業(yè)準備、自我價值和創(chuàng)業(yè)意向總分上兩者之間的差異不顯著。 (6)家庭經(jīng)濟狀況不同的重慶大學(xué)生在創(chuàng)業(yè)準備上存在顯著差異。家庭經(jīng)濟條件較好的大學(xué)生創(chuàng)業(yè)準備得分最高,家庭經(jīng)濟條件一般的大學(xué)生創(chuàng)業(yè)準備得分最低；在創(chuàng)業(yè)動機、個人控制、自我價值、創(chuàng)業(yè)意向總分上差異不顯著。 (7)不同創(chuàng)業(yè)經(jīng)歷的重慶大學(xué)生在創(chuàng)業(yè)意向總分、創(chuàng)業(yè)動機、創(chuàng)業(yè)準備、個人控制和自我價值上存在顯著差異。在創(chuàng)業(yè)意向總分、創(chuàng)業(yè)動機、創(chuàng)業(yè)準備和自我價值維度上,正在創(chuàng)業(yè)的大學(xué)生得分最高,沒有想創(chuàng)業(yè)的大學(xué)生得分最低；在個人控制維度上,工作后創(chuàng)業(yè)的大學(xué)生得分最高,沒有想創(chuàng)業(yè)的大學(xué)生得分最低。 (8)不同專業(yè)類別重慶大學(xué)生創(chuàng)造性人格在好奇性、想象力、挑戰(zhàn)性維度以及總分上都存在顯著差異。在好奇性維度上,藝術(shù)類學(xué)生得分最高,工科類學(xué)生得分最低：在想象力、挑戰(zhàn)性維度和總分上,藝術(shù)類學(xué)生得分最高,文科類學(xué)生得分最低。 (9)家庭經(jīng)濟條件不同的重慶大學(xué)生在創(chuàng)造性人格總分和好奇性、想象力、挑戰(zhàn)性維度上存在顯著差異。在創(chuàng)造性人格總分、好奇性維度上,家庭經(jīng)濟條件較好的大學(xué)生得分最高,家庭經(jīng)濟條件較差的大學(xué)生得分最低；在想象力維度上,家庭經(jīng)濟條件很差的大學(xué)生得分最高,家庭經(jīng)濟條件一般的大學(xué)生得分最低；在挑戰(zhàn)性維度上,家庭經(jīng)濟條件較好的大學(xué)生得分最高,家庭經(jīng)濟條件較差的大學(xué)生得分最低。 (10)不同創(chuàng)業(yè)經(jīng)歷的重慶大學(xué)生在創(chuàng)造性人格總分、好奇性、想象力、冒險性和挑戰(zhàn)性上存在顯著差異。在創(chuàng)造性人格總分和想象力和挑戰(zhàn)性維度上,正在創(chuàng)業(yè)的大學(xué)生得分最高,沒有想創(chuàng)業(yè)的大學(xué)生得分最低；在好奇性維度上,曾經(jīng)創(chuàng)業(yè)的大學(xué)生得分最高,沒有想創(chuàng)業(yè)的大學(xué)生得分最低；在冒險性維度上,工作后創(chuàng)業(yè)的大學(xué)生得分最高,曾經(jīng)創(chuàng)業(yè)的大學(xué)生得分最低。 (11)重慶大學(xué)生社會支持在四個維度得分從高到低依次是：政策支持家庭支持學(xué)校支持同伴支持。 (12)重慶大學(xué)生創(chuàng)業(yè)意向的四個維度和總分與創(chuàng)造性人格的四個維度和總分存在顯著的正相關(guān)。 (13)重慶大學(xué)生的創(chuàng)業(yè)意向總分、各維度和社會支持總分、各維度之間呈顯著正相關(guān)。 (14)重慶大學(xué)生的創(chuàng)造性人格總分、各個維度和社會支持總分、各個維度呈顯著的正相關(guān)。 (15)創(chuàng)造性人格在創(chuàng)業(yè)意向和社會支持之間起部分中介作用。
[Abstract]:As China's college enrollment continues to expand, the number of college graduates each year are on the rise, the employment situation of university students is not optimistic; and many enterprises and institutions of the applicants required attention in the work experience, more and more college students feel the severe employment situation of college students. So it is very important, not only to solve their employment problems, but also create more employment opportunities. And the entrepreneurial intentions of university students is one of the predicted their entrepreneurial behavior.
Most successful entrepreneurs are optimistic, curiosity, perseverance, honesty, imagination, independence and creative personality traits, these traits can be very good to encourage them to choose entrepreneurship. Entrepreneurial cost is very high, is a big investment, high risk, high return occupation, filled with a lot of instability and uncertainty. So the Entrepreneur Social support is essential to external conditions. Social support can promote the entrepreneurial success to a certain extent.
Chongqing is the center of power and development in Western China, is China's fourth municipalities directly under the central government. Chongqing's total of more than 50 colleges and universities, there are many groups of college students. In the past two years, in order to create more business opportunities for college students, the city of Chongqing has introduced a number of preferential policies, such as the local and foreign students equal employment resources and employment market, college students entrepreneurial microfinance. Therefore, in this study, we studied the college students in Chongqing as the research object, the research of Chongqing city college students entrepreneurial intention, the relationship between the three creative personality and social support.
But for the study of entrepreneurship, China mainly focused on the theoretical study, such as college students' entrepreneurship education content, means, mode and existing problems, but in less quantitative or empirical research. This research from the angle of psychology, mainly using the method of investigation, through the empirical research of the research Chongqing could help students better understanding of entrepreneurship, entrepreneurship guidance thinking of college students in Chongqing City, to help them understand and make them a better understanding of entrepreneurship, entrepreneurship; understanding and needs of Chongqing City College Students Entrepreneurship Education in high school, have a certain understanding of the problems of entrepreneurship education, so as to promote the relevant departments to improve entrepreneurship education on college students.
The results of this study found that:
(1) self compiled questionnaire of College Students' entrepreneurial intention and social support questionnaire had good reliability and validity in the survey, which accorded with the requirements of psychometrics and could be used as a measuring tool for research.
(2) the entrepreneurial intention of college students in Chongqing is divided into four dimensions. The order of each dimension from high to low is the following: self value individual controls the preparation of entrepreneurial motivation.
(3) there are significant differences between the four dimensions of the entrepreneurial intention of Chongqing college students and the total score of their total scores, all of which are higher than those of the girls.
(4) there are significant differences in four dimensions and total scores among different majors in Chongqing, and in four dimensions and total scores, art students scored the highest and engineering students scored the lowest.
(5) there are significant differences between college students in different schools in terms of entrepreneurial motivation and personal control dimension. The key university students are higher than those of ordinary university students, but there is no significant difference in entrepreneurial preparation, self worth and total score of entrepreneurial intentions in Chongqing.
(6) the economic situation of the family of Chongqing college students have significant differences in Entrepreneurship preparation. The family economic conditions good entrepreneurship for the highest score, the lowest score for college students entrepreneurship and family economic conditions in general; control of the individual in the entrepreneurial motivation, self value, the difference of entrepreneurial intention scores is not significant.
(7) the different entrepreneurial experience of college students in Chongqing entrepreneurial intention scores, entrepreneurial motivation, entrepreneurial, there are significant differences in personal control and self value. The entrepreneurial intention scores, entrepreneurial motivation, entrepreneurial preparation and self value, the highest scores are college students, do not think of college students scored lowest in personal control; the dimension of the highest score, after the work of college students, did not want to start college students scored in the lowest.
(8) different professional categories of Chongqing college students' creative personality in curiosity, imagination, challenge, there is obvious difference of dimensions and total score. In a curious dimension, art students scored the highest, lowest score in engineering students: imagination, challenging dimensions and total score, the highest score of art students, liberal arts the students had the lowest score.
(9) the family economic conditions of different Chongqing college students' imagination in creative personality scores and curiosity, and there are significant differences on the dimensions of the challenge. The creative personality scores, curious dimension, the score of college students better family economic conditions, family economic conditions of poor college students scored lowest in imagination; dimensions, the highest score of the family the economic conditions of poor college students, family economic conditions in general students scored in the lowest; in challenging dimension, the score of college students better family economic conditions, family economic conditions of poor college students scored in the lowest.
(10) the different entrepreneurial experience of college students in Chongqing creative personality scores, curiosity, imagination, there are significant differences in risk and challenge. In creative personality scores and imaginative and challenging dimension, the highest scores are college students, do not think of college students the lowest score; in the curious dimension, the highest score once the college students want to start, no students scored in the lowest; the adventure in the dimension, the highest score after the work of college students, college students have the lowest score.
(11) the order of Chongqing college students' social support in four dimensions from high to low is the following: policy support family support school support peer support.
(12) there is a significant positive correlation between the four dimensions and total score of the entrepreneurial intention of Chongqing college students and the four dimensions and total scores of creative personality.
(13) the total score of entrepreneurial intention of Chongqing college students, the dimensions of each dimension and the total score of social support, there is a significant positive correlation between the dimensions of each dimension.
(14) the total score of creative personality of Chongqing college students, the dimensions of each dimension and the total score of social support are significant positive correlation.
(15) creative personality plays a part of mediating role between entrepreneurial intention and social support.

【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2014
【分類號】：B844.2

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