【摘要】：本文旨在探索大學生就業(yè)壓力的實際狀況,明晰其與自我概念之間的關系,以求為緩解大學生就業(yè)壓力提供新的思路和方法。本研究使用問卷調(diào)查法,以我國學者陳宇紅編制的《大學生就業(yè)壓力問卷》和美國Fitts于1965年編制由我國學者林邦杰修訂的第三版《田納西自我概念量表》為研究工具,隨機選取四川一所高校的專科畢業(yè)生、本科畢業(yè)生、研究生畢業(yè)生中的700名學生為被試進行調(diào)查研究。主要研究結論如下:(1)大多數(shù)大學生就業(yè)壓力水平中等。男女大學生就業(yè)壓力差異并不顯著(P0.05);�？粕蜆I(yè)壓力總分及職業(yè)素質與競爭、求職競爭、自我認知與定位、就業(yè)心理預期四個維度顯著高于本科生和研究生(P0.05),而在缺少求職幫助和專業(yè)供求矛盾維度各學歷階段并無差異;單親家庭大學生的就業(yè)壓力顯著高于雙親家庭(P0.001),并在職業(yè)素質與評價、自我認知與定位和就業(yè)心理預期維度表現(xiàn)出相同的趨勢;不同家庭經(jīng)濟地位大學生的就業(yè)壓力差異不顯著(P0.05);不同實踐經(jīng)歷大學生就業(yè)壓力差異非常顯著(P0.001),缺乏實踐經(jīng)歷大學生就業(yè)壓力顯著高于中等和豐富實踐經(jīng)歷的大學生(P0.001);是否為獨生子女在大學生就業(yè)壓力上差異顯著并不顯著(P0.05);是否學生干部在大學生就業(yè)壓力上差異顯著(P0.05),非學生干部的就業(yè)壓力顯著高于學生干部。(2)大學生自我概念水平總體偏高。男女生在自我概念上差異并不明顯(P0.05);在學歷階段上,�？粕淖晕腋拍钏斤@著低于本科生和研究生(P0.001),社會自我表現(xiàn)出同樣的趨勢,同時,本科生的社會自我又顯著低于�？粕�(P0.001);單親家庭的自我概念顯著低于雙親家庭(P0.001)。(3)大學生自我概念與就業(yè)壓力呈顯著負相關(P0.01),說明兩者之間關系密切,且自我概念對就業(yè)壓力具有一定的預測作用。本研究支持了拉扎勒斯的認知評價理論,即個體的認知對就業(yè)壓力的體驗具有較強的影響力,積極并且高度的認知評價能夠削弱就業(yè)壓力體驗,消極并較低的認知評價能夠增強就業(yè)壓力體驗。在自我概念各維度中,社會自我、心理自我、家庭自我、生理自我和自我認同五個因子聯(lián)合解釋就業(yè)壓力的34%。因此,高校心理健康教育工作者應該改變大學生認知觀念,增強學生自我價值感;引導學生建立更為完善積極的自我概念;區(qū)別對待不同群體大學生就業(yè)壓力,實現(xiàn)精準幫扶。
[Abstract]:The purpose of this paper is to explore the actual situation of college students' employment pressure and to clarify the relationship between it and their self-concept in order to provide new ideas and methods for alleviating the employment pressure of college students. In this study, a questionnaire was used to investigate the college students' employment stress questionnaire compiled by Chen Yuhong, a Chinese scholar, and the third edition of Tennessee Self-Concepts scale, revised by Chinese scholar Lin Bangjie in 1965 by Fitts of the United States. A random survey was conducted among 700 college graduates, undergraduate graduates and graduate graduates from a Sichuan university. The main conclusions are as follows: (1) the employment pressure of most college students is moderate. There was no significant difference in employment pressure between male and female college students (P0.05); The total score of employment pressure, professional quality and competition, job search competition, self-cognition and orientation, employment psychological expectation of junior college students were significantly higher than those of undergraduates and graduate students (P0.05). But in the lack of help and professional supply and demand contradictions between the different academic levels and there is no difference; The employment pressure of college students from single-parent families was significantly higher than that of two-parent families (P0.001), and showed the same trend in the dimensions of professional quality and evaluation, self-cognition and orientation and employment psychological expectation. There was no significant difference in employment pressure among college students with different family economic status (P0.05). The difference of employment pressure among college students with different practical experiences is very significant (P0.001). The employment pressure of college students who lack practical experience is significantly higher than that of students with medium and rich practical experience (P0.001). Whether the only child is the only child in the employment pressure of college students is not significantly different (P0.05); Whether the student cadres have significant difference in the employment pressure of college students (P0.05), the employment pressure of non-student cadres is significantly higher than that of student cadres. (2) the level of self-concept of college students is on the high side. There was no significant difference in self-concept between male and female students (P0.05). The level of self-concept of junior college students was significantly lower than that of undergraduates and graduate students (P0.001), and the social self showed the same trend. At the same time, the social self of undergraduate students was significantly lower than that of junior college students (P0.001). The self-concept of single-parent family was significantly lower than that of two-parent family (P0.001). (3). There was a significant negative correlation between self-concept and employment pressure (P0.01), which indicated that there was a close relationship between the self-concept and employment pressure. And self-concept can predict employment pressure. This study supports Lazarus's theory of cognitive evaluation, that is, individual cognition has a strong influence on the experience of employment stress, and positive and high cognitive evaluation can weaken the experience of employment stress. Negative and low cognitive evaluation can enhance the experience of employment stress. In each dimension of self-concept, social self, psychological self, family self, physical self and self-identity combined to explain the employment pressure. Therefore, college mental health educators should change students' cognitive concept, enhance students' sense of self-worth, guide students to establish more perfect and positive self-concept, treat different groups of college students' employment pressure, and achieve accurate help.
【學位授予單位】：西華師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：B844.2

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