本文選題：自立人格 + 尋求反饋動(dòng)機(jī)�。� 參考：《中國特殊教育》2016年11期

【摘要】：目的:為驗(yàn)證高職生自立人格、尋求反饋動(dòng)機(jī)與職業(yè)自我勝任感的關(guān)系。方法:采用青少年自立人格量表、尋求反饋動(dòng)機(jī)量表及自編的職業(yè)自我勝任感量表,對(duì)546名高職大學(xué)生進(jìn)行調(diào)查。結(jié)果:高職生自立人格及職業(yè)自我勝任感均處于中等偏上水平;自立人格、尋求反饋動(dòng)機(jī)及職業(yè)自我勝任感兩兩正相關(guān),且自立人格、尋求反饋動(dòng)機(jī)均能正向預(yù)測(cè)職業(yè)自我勝任感;尋求反饋動(dòng)機(jī)在個(gè)人自立及人際自立與職業(yè)自我勝任感之間起部分中介的作用。
[Abstract]:Objective: to explore the relationship between feedback motivation and professional self-competence in order to verify the self-supporting personality of vocational college students. Methods: 546 college students in higher vocational college were investigated by using self-supporting personality scale, seeking feedback motivation scale and self-designed occupational self-competence scale. Results: the self-supporting personality and professional self-competence of vocational college students were both at the middle level, the self-supporting personality, seeking feedback motivation and professional self-competence were positively related, and the self-supporting personality. Seeking feedback motivation can positively predict professional self-competence, and seek feedback motivation plays a part of intermediary role between personal self-reliance, interpersonal self-reliance and professional self-competence.
【作者單位】： 江南大學(xué)田家炳教育科學(xué)學(xué)院;無錫技師學(xué)院;
【基金】：江蘇省十二五教育規(guī)劃項(xiàng)目“高校本土化創(chuàng)業(yè)教育課程設(shè)計(jì)與實(shí)證研究支持”(項(xiàng)目號(hào):D20131103) 中國學(xué)位與研究生教育學(xué)會(huì)項(xiàng)目“研究生師徒功能的多重心理效應(yīng)與干預(yù)策略”(項(xiàng)目號(hào):2015Y0805)的資助
【分類號(hào)】：B848

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