高校辅导员管理者角色的结构维度解析
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摘要
文章通过对高校辅导员管理角色分析,解构辅导员管理能力结构,以期构建完整的管理能力结构体系。高校辅导员管理者能力主要包括日常事务管理能力和应对突发事件能力,基于"认知""情感"和"行为"三个维度,根据比例标度表对维度层的比较,日常事务管理能力可分为基础能力、自我效能感、成就愿望和工作行为,应对突发事件能力可分为应对方式、成就满足感、平和心态和培训技能。
The current college counselor's managerial role is not accurately positioned, and the counselor's ability structure is not clearly defined. This paper mainly analyzes the managerial role of college counselors and deconstructs their management ability structure so as to construct a complete system of management ability structure. Based on the dimensions of "cognition", "emotion" and "behavior", the ability to manage daily is divided into basic ability, self-efficacy, achievement desire and work behavior, and the ability to deal with emergencies is divided into coping styles, achievement satisfaction, peaceful state of mind and training skills. According to the scale table, the four dimension layers are compared to each other to obtain a judgment matrix. Future research can be based on the scale developed in this paper. By establishing a large database, it can form an effective norm for the ability of college counselors and provide theoretical and methodological basis for the selection, training and assessment of college counselors.
The current college counselor's managerial role is not accurately positioned, and the counselor's ability structure is not clearly defined. This paper mainly analyzes the managerial role of college counselors and deconstructs their management ability structure so as to construct a complete system of management ability structure. Based on the dimensions of "cognition", "emotion" and "behavior", the ability to manage daily is divided into basic ability, self-efficacy, achievement desire and work behavior, and the ability to deal with emergencies is divided into coping styles, achievement satisfaction, peaceful state of mind and training skills. According to the scale table, the four dimension layers are compared to each other to obtain a judgment matrix. Future research can be based on the scale developed in this paper. By establishing a large database, it can form an effective norm for the ability of college counselors and provide theoretical and methodological basis for the selection, training and assessment of college counselors.
引文
[1]李忠军.以职业能力建设为核心推动高校辅导员队伍专业化发展[J].思想理论教育,2014(12):97-102.
[2]Zyromski B,Dimmitt C,Mariani M,et al.Evidence-based School Counseling:Models for Integrated Practice and School Counselor Education[J/OL].[2018-11-17].https://doi.org/10.1177%2F2156759X18801847.
[3]Abel N R,Oliver B.Innovative School Counseling Approaches to Improving College and Career Readiness[J].Scholarship and Professional Work- Education,2018.
[4]Patton D.Predictive Relationships Between School Counselor Role Ambiguity,Role Diffusion,and Job Satisfaction[J].Walden Dissertations and Doctoral Studies,2019.
[5]Carey J C,Martin I,Harrington K,et al.Competence in Program Evaluation and Research Assessed by State School Counselor Licensure Examinations[J/OL].[2018-11-17].https://doi.org/10.1177/2156759X18793839.
[6]Holman L F,Watts R,Robles-Pina R,et al.Exploration of Potential Predictor Variables Leading to School Counselor Burnout[J].Journal of School Counseling,2018(9):9.
[7]程德华.高校辅导员职业心理研究评述——基于CSSCI期刊来源论文的计量与分析[J].教育评论,2015(3):83-85.
[8]邵国平,苗德露,杨琳.高校辅导员的职业能力:结构与测量[J].心理研究,2013(2):85-89.
[9]郝颖.创新人才培养视角下高校辅导员职业能力提升的路径研究[J].思想理论教育导刊,2017(5):150-153.
[10]彭庆红.高校辅导员素质结构模型的构建[J].清华大学教育研究,2006(3):90-94.
[11]陈建文,汪祝华.高校辅导员胜任特征结构模型的实证研究[J].高等教育研究,2009(1):84-89.
[12]陈岩松.高校辅导员胜任力模型构建:一项实证研究[J].高等教育研究,2010(4):84-89.
[13]王璐,双传学.高校辅导员工作规律初探——从思想政治教育影响到效果[J].江苏高教,2018(2):39-42.
[14]侯玉波.社会心理学[M].北京:北京大学出版社,2003.
[15]Shaffer D W,Clinton K A.Why all CSL is CL:Distributed Mind and the Future of Computer Supported Collaborative Learning[J].Computer Supported Collaborative Learning,January,2005.
[2]Zyromski B,Dimmitt C,Mariani M,et al.Evidence-based School Counseling:Models for Integrated Practice and School Counselor Education[J/OL].[2018-11-17].https://doi.org/10.1177%2F2156759X18801847.
[3]Abel N R,Oliver B.Innovative School Counseling Approaches to Improving College and Career Readiness[J].Scholarship and Professional Work- Education,2018.
[4]Patton D.Predictive Relationships Between School Counselor Role Ambiguity,Role Diffusion,and Job Satisfaction[J].Walden Dissertations and Doctoral Studies,2019.
[5]Carey J C,Martin I,Harrington K,et al.Competence in Program Evaluation and Research Assessed by State School Counselor Licensure Examinations[J/OL].[2018-11-17].https://doi.org/10.1177/2156759X18793839.
[6]Holman L F,Watts R,Robles-Pina R,et al.Exploration of Potential Predictor Variables Leading to School Counselor Burnout[J].Journal of School Counseling,2018(9):9.
[7]程德华.高校辅导员职业心理研究评述——基于CSSCI期刊来源论文的计量与分析[J].教育评论,2015(3):83-85.
[8]邵国平,苗德露,杨琳.高校辅导员的职业能力:结构与测量[J].心理研究,2013(2):85-89.
[9]郝颖.创新人才培养视角下高校辅导员职业能力提升的路径研究[J].思想理论教育导刊,2017(5):150-153.
[10]彭庆红.高校辅导员素质结构模型的构建[J].清华大学教育研究,2006(3):90-94.
[11]陈建文,汪祝华.高校辅导员胜任特征结构模型的实证研究[J].高等教育研究,2009(1):84-89.
[12]陈岩松.高校辅导员胜任力模型构建:一项实证研究[J].高等教育研究,2010(4):84-89.
[13]王璐,双传学.高校辅导员工作规律初探——从思想政治教育影响到效果[J].江苏高教,2018(2):39-42.
[14]侯玉波.社会心理学[M].北京:北京大学出版社,2003.
[15]Shaffer D W,Clinton K A.Why all CSL is CL:Distributed Mind and the Future of Computer Supported Collaborative Learning[J].Computer Supported Collaborative Learning,January,2005.