专业承诺、情绪智力对师范生教师职业成熟度的影响研究
|
摘要
师范生教师职业成熟度是师范大学生为将来从事教师职业所具备的职业态度与职业能力的准备程度。本研究在前人研究的基础上探讨专业承诺、情绪智力对师范生教师职业成熟度的影响,研究结果表明:?
1.师范专业大学生的教师职业能力成熟度高于一般水平,而教师职业态度成熟度低于一般水平;内在取向维度与确定性维度高于一般水平,而外在取向与独立性维度低于一般水平。
2.师范生教师职业成熟度在不同性别间不存在显著的差异;师范生教师职业成熟度在不同专业间存在显著差异,且文科高于理科;师范生教师职业成熟度随着年级的升高而升高;教师职业态度成熟度随着年级的升高先降低后升高,呈“V”字型,大三年级处于最低水平。
3.专业承诺在性别变量上存在极其显著的差异,且男生的承诺水平低于女生;
理想承诺在性别之间不存在显著的差异;专业承诺在专业之间没有显著差异;继续承诺在专业之间存在显著差异,且文科高于理科;专业承诺随着年级的升高,先降低后升高。
4.情绪智力在性别变量上存在极其显著的差异,且女生高于男生;
情绪智力在专业之间不存在显著的差异;情绪智力随着年级的升高,呈现先降低后升高的趋势。
5.专业承诺对师范生教师职业成熟度、教师职业态度成熟度及教师职业能力成熟度具有直接的影响作用;
情绪智力对师范生教师职业成熟度、教师职业态度成熟度、教师职业能力成熟度不具有直接的影响作用;
情绪智力对教师职业态度成熟度的内在取向维度、外在取向维度具有直接的影响作用。
Teachers' professional maturity is normal for future normal university students to have the professional attitude and vocational ability preparation degree in teachers' professional. Based on the former research.This research is discussed emotional intelligence professional commitment for students in teachers' professional maturity influence, the results including:
1.The teacher professional capability maturity of normal college students is higher than normal level, and teachers' professional attitude maturity is below average; Uncertainty and immanent tropism dimensions are above average, and the dimension of external orientation and the independence dimension are below average.
2.Students in teachers' professional maturity have no significant differences between different genders,including: Students in different professional teachers' professional maturity, and there were significant differences between the liberal arts higher than science; Students in teachers' professional maturity as grade rise; Teachers' professional attitudes maturity as grade rise after a first decreases rises, "V" word, junior grade a minimum level.
3 .Professional commitment in the gender variable is extremely remarkable differences exist boys and the commitment levels below girls ;
Ideal commitment in gender does not exist between significant differences;
Professional commitment no significant differences between the professional;
Continue in professional commitment there was significant difference between science and arts higher;
Professional commitment with grade rise, first reduce increases.
4 .Emotional intelligence in the gender variable is extremely remarkable differences exist, and girls are bigger than boys ;
Emotional intelligence in professional has no significant differences;
Emotional intelligence as grade rise, present the trend of first decreases increases.
5. Professional commitment directly influences teachers' professional maturity, teachers' professional attitudes maturity and teachers' professional capability maturity;
Emotional intelligence has no direct effect on professional maturity, teachers' work attitude maturity, and teachers' professional capability maturity;
Emotional intelligence directly influences teacher professional attitudes maturity in both the immanent tropism dimension and the external orientation dimensions.
1.师范专业大学生的教师职业能力成熟度高于一般水平,而教师职业态度成熟度低于一般水平;内在取向维度与确定性维度高于一般水平,而外在取向与独立性维度低于一般水平。
2.师范生教师职业成熟度在不同性别间不存在显著的差异;师范生教师职业成熟度在不同专业间存在显著差异,且文科高于理科;师范生教师职业成熟度随着年级的升高而升高;教师职业态度成熟度随着年级的升高先降低后升高,呈“V”字型,大三年级处于最低水平。
3.专业承诺在性别变量上存在极其显著的差异,且男生的承诺水平低于女生;
理想承诺在性别之间不存在显著的差异;专业承诺在专业之间没有显著差异;继续承诺在专业之间存在显著差异,且文科高于理科;专业承诺随着年级的升高,先降低后升高。
4.情绪智力在性别变量上存在极其显著的差异,且女生高于男生;
情绪智力在专业之间不存在显著的差异;情绪智力随着年级的升高,呈现先降低后升高的趋势。
5.专业承诺对师范生教师职业成熟度、教师职业态度成熟度及教师职业能力成熟度具有直接的影响作用;
情绪智力对师范生教师职业成熟度、教师职业态度成熟度、教师职业能力成熟度不具有直接的影响作用;
情绪智力对教师职业态度成熟度的内在取向维度、外在取向维度具有直接的影响作用。
Teachers' professional maturity is normal for future normal university students to have the professional attitude and vocational ability preparation degree in teachers' professional. Based on the former research.This research is discussed emotional intelligence professional commitment for students in teachers' professional maturity influence, the results including:
1.The teacher professional capability maturity of normal college students is higher than normal level, and teachers' professional attitude maturity is below average; Uncertainty and immanent tropism dimensions are above average, and the dimension of external orientation and the independence dimension are below average.
2.Students in teachers' professional maturity have no significant differences between different genders,including: Students in different professional teachers' professional maturity, and there were significant differences between the liberal arts higher than science; Students in teachers' professional maturity as grade rise; Teachers' professional attitudes maturity as grade rise after a first decreases rises, "V" word, junior grade a minimum level.
3 .Professional commitment in the gender variable is extremely remarkable differences exist boys and the commitment levels below girls ;
Ideal commitment in gender does not exist between significant differences;
Professional commitment no significant differences between the professional;
Continue in professional commitment there was significant difference between science and arts higher;
Professional commitment with grade rise, first reduce increases.
4 .Emotional intelligence in the gender variable is extremely remarkable differences exist, and girls are bigger than boys ;
Emotional intelligence in professional has no significant differences;
Emotional intelligence as grade rise, present the trend of first decreases increases.
5. Professional commitment directly influences teachers' professional maturity, teachers' professional attitudes maturity and teachers' professional capability maturity;
Emotional intelligence has no direct effect on professional maturity, teachers' work attitude maturity, and teachers' professional capability maturity;
Emotional intelligence directly influences teacher professional attitudes maturity in both the immanent tropism dimension and the external orientation dimensions.
引文
[1]尹蔚民.尹蔚民答就业和社会保障体系建设[EB/OL]. http://www.npc.gov.cn/npc/zhibo/zzzb20/node_4249.htm,2011-03-08.
[2]答会明.师范大学生教师职业态度的现状研究[J].青海师专学报,2002(6):103-107.
[3]吴文媛,杨哈韬.影响师范生从业意志相关因素分析及差异比较[J].石家庄学院学报, 2008(6):104-108.
[4]缴润凯.师范生教师职业成熟度研究[D]:[博士学位论文].东北师范大学教育科学学院, 2009.
[5]Parsons F.Choosing a vocation[M].Boston: Houghton Mifflin,1909.
[6]Nevill D D,Super D E.Career Maturity and Commitment to Work in University Student[J].Journal of Vocational Behavior,1988(32):139-151.
[7]Westbrook B W,Sanford E F.The relationship betweencareer maturity test scores and appropriateness of career choices:A replication[J].Journal of Vocational Behavior,199(36):20-32.
[8]CritesJ.O.Administration.and.ues.manual.for.the.Career.Maturity.Inventory [R].Monterey,CA:McGraw-Hill,1978.
[9]刘慧.中学生职业成熟度发展特点研究[D]:[硕士学位论文].重庆:西南师范大学教育科学研究所,2004.
[10]郑海燕.大学生职业成熟度的结构及其发展特点[D]:[硕士学位论文].重庆:西南大学发展与教育心理学,2006.
[11]Super D E.Developmental career assessment and counseling.The CDAC model[J]. Journal of counseling and development,1992,71(1):74-81.
[12]马远.职业进入前青年人的职业成熟度问卷研制及影响因素探讨[D]:[硕士学位论文].广州:暨南大学教育学院,2003.
[13]Omvig C P,Thomas E G. The relationship between career education,sex and career Maturity of sixth and eighth grade pupils[J].Journal of Vocational Behavior, 1997(11):322-331.
[14]Eva S R,Rainer K S. Career maturity determinants individual development,social context and historical time[J].The Career Development Quarterly,1998(4):16-31.
[15]Luzzo D A. Ethnic group and social class differences in college students,scareer development[J].Career development Quarterly,1992():161-173.
[16]Hardin E E,F rederick T L,Samuel H O. Cultural Relativity in theConceptualization of Career Maturity[J].Journal of Voacational Behavior, 2001(5):36-52.
[17]Luzzo D A. The Relative contributions of self-efficacy and locus of control to the prediction of career maturity[J].Journal of college student development, 1995,36(1):61-66.
[18]Creed P A,Patoon w. Predicting two compaonents of career maturity in school based adolescents[J].Journal of Career Development,2003,29(4):277-290.
[19]Blustein D L,Walbridge M M,Friedlander M& Palladino D.Contributions of psychological separation and parental attachment to the career development process [J].Journal of Counseling Psychology,1991,38:39-50.
[20]King.S Sex differences in a causal model of career maturity[J].Journal of Counseling and Development,1989,68:208-215.
[21]熊红星.中国大学生职业成熟度问卷编制及其特点研究[D]:[硕士学位论文].南昌:江西师范大学教育学院,2006.
[22]Post-Kammer P. Intrinsic and extrinsic work values and career maturity of 9 and 11 grade boys andgirls[J].Journal of Counseling and Development,1987,65:420-423.
[23]朱云立.职业成熟度理论及其在大学生中的应用研究[D]:[硕士学位论文].南京:南京师范大学教育科学学院,2003.
[24]罗锡莉.大学生职业成熟度特点研究[J].保健医学研究与实践,2007,4(4):19-22.
[25]钱丽.大学生职业成熟度的测量及干预研究[D]:[硕士学位论文].南京:南京师范大学教育科学学院,2007.
[26]秦丹萍.自我概念和心理控制源与大学生职业成熟度的关系研究[D]:[硕士学位论文].上海:华东师范大学教育科学学院,2007.
[27]Healy C C,Michell J M,Mourton D L. Age and grade differences in career development among community college students[J].The Review of Higher Education, 1987(10):247-258.
[28]Luzzo D A.Predicting the career maturity of undergraduates:A comparison of personal,educational,and psychological factors[J].Journal of College Student Development,1993,34:271-275.
[29]Lokan J J,BossM W,Patsula P J. A story of vocational maturity during adolescence and locus of control[J].Journal of Vocational Behavior,1982,20:331-342.
[30]Fuqua D R,Blum C R,Hartman B W. Empirical support for tha differential diagnosis of career indecision[J].The Career Development Quarterly,1988,36:364-373.
[31]李洁.大学生职业自我概念及其在职业指导中的应用[D]:[硕士学位论文].南京:南京师范大学教育科学学院,2005.
[32]张聚华.大学生自我概念与其职业成熟度的相关研究[D]:[硕士学位论文].重庆:西南大学应用心理学,2008.
[33]连榕.大学生专业承诺、学习倦怠的状况及其关系[J].心理科学,2006,29(1):47-51.
[34]严瑜,龙立荣.大学生专业承诺的心理结构及影响因素研究[J].高等教育研究,2008, 29(6):90-97.
[35]Tayler L E. Professional commitment: the influence of the process socialization and professionalization and selected social-demographic factors in Canadian social work.Unpublished dissertation,University of Toronto,1988.
[36]连榕,杨丽娴,吴兰花.大学生的专业承诺、学习倦怠的关系与量表编制[J].心理学报, 2005,37(5):632-636.
[37]严瑜.大学生专业承诺的实证研究[J].湖北大学学报,2008,35(6):134-138.
[38]罗亚莉,刘衍玲,刘云波.大学生专业承诺现状的调查研究[J].高教探索,2008(2): 120-123.
[39]吴兰花,王占坤,黄飞旭.护理本科生专业承诺现状及相关因素研究[J].护理教育研究, 2008,23(4):10-12.
[40]彭春妹,罗润生.对地方高校大学生专业承诺状况及影响因素的调查研究[J].教育调查, 2007(2):42-45.
[41]赵锦山.大学生就业压力与专业承诺[J].科技和产业,2007,7(6):4-6.
[42]王书宁.大学生职业期望、专业承诺与择业效能感的关系研究[D]:[硕士学位论文].曲阜:曲阜师范大学应用心理学,2009.
[43]吴兰花.当代大学生专业承诺与学习风格的研究[D]:[硕士学位论文].福州:福建师范大学发展与教育心理学,2004.
[44]李义安,王一楠.应用心理学本科生的专业承诺与成就目标、学习观的关系研究[J].鲁东大学学报,2009,26(4):106-108.
[45]林冰.高职生专业承诺、职业自我效能和心理健康的状况及其关系研究[D]:[硕士学位论文].福州:福建师范大学教育管理,2006.
[46]吴兰花.护理大学生专业承诺和人格特质分析[J].医学与社会,2008,21(8):54-55.
[47]刘永贤.大学生职业兴趣、择业效能感的量表编制[D]:[硕士学位论文].长春:吉林大学应用心理学,2007.
[48]段陆生,李永鑫.大学生专业承诺、学习倦怠与学习投入的关系[J].中国健康心理学杂志,2008,16(4):407-409.
[49]MayerJ.D.&Salovey,P.Perceiving.affective.content.inambiguous.visuai[J]. stimuli:A.component.of.emotional.intelligence.Journalof Personality Assessment, 1990,54:772-781.
[50]Mayer J.D & Salovey.What is emotional Intelligence?In P.Salovey&D.Sluyter,Emotional development and emotional intelligence:Implications for educators,31, pp.New York:Basic Books,1997.
[51]Mayer J D & Salovey.Emotional intelligence aszeitgeist as personality and as a standard intelligence.In R.Bar-On & J D A. Parker.Handbook of emotional intelligence New York:Jossey-Bass,2000.
[52]Goleman D.Emotional intelligence:New York:Bantam Books,1995.
[53]Bar-On R.The Emotional Quotient Inventory:Technical manual.Toronto,Canada: Multi-Health Systems Inc,1997.
[54]Bar-On R. Emotional and social Intelligence:Insights from the 30Emotional Quotient Inventory.In R.Bar-On and J.D.A.Parker Handbook of Emotional Intelligence. San Francisco:Jossey-Bass,2000.
[55]卢家嵋.对情绪智力概念的探讨[J].心理科学,2005,28(5):1246-1249.
[56]许远理.情绪智力组合理论及其实证研究[D]:[博士学位论文].北京:首都师范大学发展与教育心理学,2004.
[57]张进辅,徐小燕.大学生情绪智力特征的研究[J].心理科学,2004,27(2):293-296.
[58]许远理.情绪智力三维结构理论[M].北京:中国科学技术出版社,2008:168-179
[59]王晓钧.情绪智力理论结构的实证研究[J].心理科学,2000,23(1):24-27.
[60]张俊,卢家楣.情绪智力结构的实证研究[J].心理科学,2008,31(5):1063-1068.
[61]马希武.藏族大学生情绪智力、自我效能感、主观幸福感研究[D]:[硕士学位论文].西安:西北大学应用心理学,2008.
[62]吴娟.大学生情绪智力的实证研究[D]:[硕士学位论文].成都:四川师范大学发展与教育心理学,2007.
[63]王晓娟.大学生情绪智力问卷编制及调查[D]:[硕士学位论文].上海:上海师范大学教育科学学院,2005.
[64]范立斌.青少年情绪智力量表的编制及在山西省青少年中的实测[D]:[硕士学位论文].太原:山西大学教育科学学院,2008.
[65]王才康.情绪智力与大学生焦虑、抑郁和心境的关系研究[J].中国临床心理学杂志, 2002,10(4):298-299.
[66]张娜.情绪智力在职业生涯决策过程中的作用[D]:[硕士学位论文].上海:华东师范大学教科院心理系,2006.
[67]何晓蕾.情绪智力问卷的开发及其应用研究[D]:[硕士学位论文].上海:华东师范大学心理学系,2004.
[68]陈权.情绪智力与大学生成就动机、社会成就及心理健康的关系研究[D]:[硕士学位论文].南京:南京医科大学应用心理学,2007.
[69]李明霞.护理学专业大学生情绪智力与自我效能感及应对方式的关系研究[D]:[硕士学位论文].济南:山东大学护理学院,2007.
[70]韩小琼等.大学生情绪智力与应对效能的关系研究[J].中国临床心理学杂志,2009(1): 81-83.
[71]李涛.大学生情绪智力及其对心理健康的作用研究[D]:[硕士学位论文].武汉:华中师范大学发展与教育心理学院,2004.
[72]张建荣,陈树婷,何贤晨,陈定湾.学生情绪智力与学业成绩、心理健康的相关研究[J].浙江社会科学,2008(9):119-122.
[73]张惠敏.中学生情绪智力与社会支持及心理健康的关系[D]:[硕士学位论文].上海:上海师范大学教育科学学院,2005.
[74]Ciarrochi J,Deane F P,Anderson S.Emotional intelligence moderates the relationship between stress and mental health. Pesonality and Individual Differences,2002.
[75]朱仲敏.情绪智力与认知智力、人格特质、学业成绩的关系研究[D]:[硕士学位论文].上海:上海师范大学教育科学学院,2004.
[76]竺培梁.智力心理学探新[M].合肥:中国科学技术大学出版社,2006.258-262.
[77]陈宝红.高职学生专业承诺、职业自我效能与职业决策困难的关系[D]:[硕士学位论文].济南:山东师范大学发展与教育心理学,2009.
[78] Super D E,Nevill D D.Work role salience as a determinant of career maturity in high school students.Journal of Vocational Behavior,1984.
[79]杜文新.硕士研究生职业成熟度的问卷编制及相关因素探讨[D]:[硕士学位论文].上海:上海师范大学教育学院,2008.
[80]吕爱琴,王明姬,林菡,施俊琦.大学生职业成熟度与情绪智力:自我效能的中介作用[J].北京大学学报,2008(2):271-276.
[81]梁晓燕,安宏玉,黄苏英.大学生职业价值观、情绪智力与职业成熟度的关系[J].中国健康心理学杂志,2010(12):1506-1508.
[2]答会明.师范大学生教师职业态度的现状研究[J].青海师专学报,2002(6):103-107.
[3]吴文媛,杨哈韬.影响师范生从业意志相关因素分析及差异比较[J].石家庄学院学报, 2008(6):104-108.
[4]缴润凯.师范生教师职业成熟度研究[D]:[博士学位论文].东北师范大学教育科学学院, 2009.
[5]Parsons F.Choosing a vocation[M].Boston: Houghton Mifflin,1909.
[6]Nevill D D,Super D E.Career Maturity and Commitment to Work in University Student[J].Journal of Vocational Behavior,1988(32):139-151.
[7]Westbrook B W,Sanford E F.The relationship betweencareer maturity test scores and appropriateness of career choices:A replication[J].Journal of Vocational Behavior,199(36):20-32.
[8]CritesJ.O.Administration.and.ues.manual.for.the.Career.Maturity.Inventory [R].Monterey,CA:McGraw-Hill,1978.
[9]刘慧.中学生职业成熟度发展特点研究[D]:[硕士学位论文].重庆:西南师范大学教育科学研究所,2004.
[10]郑海燕.大学生职业成熟度的结构及其发展特点[D]:[硕士学位论文].重庆:西南大学发展与教育心理学,2006.
[11]Super D E.Developmental career assessment and counseling.The CDAC model[J]. Journal of counseling and development,1992,71(1):74-81.
[12]马远.职业进入前青年人的职业成熟度问卷研制及影响因素探讨[D]:[硕士学位论文].广州:暨南大学教育学院,2003.
[13]Omvig C P,Thomas E G. The relationship between career education,sex and career Maturity of sixth and eighth grade pupils[J].Journal of Vocational Behavior, 1997(11):322-331.
[14]Eva S R,Rainer K S. Career maturity determinants individual development,social context and historical time[J].The Career Development Quarterly,1998(4):16-31.
[15]Luzzo D A. Ethnic group and social class differences in college students,scareer development[J].Career development Quarterly,1992():161-173.
[16]Hardin E E,F rederick T L,Samuel H O. Cultural Relativity in theConceptualization of Career Maturity[J].Journal of Voacational Behavior, 2001(5):36-52.
[17]Luzzo D A. The Relative contributions of self-efficacy and locus of control to the prediction of career maturity[J].Journal of college student development, 1995,36(1):61-66.
[18]Creed P A,Patoon w. Predicting two compaonents of career maturity in school based adolescents[J].Journal of Career Development,2003,29(4):277-290.
[19]Blustein D L,Walbridge M M,Friedlander M& Palladino D.Contributions of psychological separation and parental attachment to the career development process [J].Journal of Counseling Psychology,1991,38:39-50.
[20]King.S Sex differences in a causal model of career maturity[J].Journal of Counseling and Development,1989,68:208-215.
[21]熊红星.中国大学生职业成熟度问卷编制及其特点研究[D]:[硕士学位论文].南昌:江西师范大学教育学院,2006.
[22]Post-Kammer P. Intrinsic and extrinsic work values and career maturity of 9 and 11 grade boys andgirls[J].Journal of Counseling and Development,1987,65:420-423.
[23]朱云立.职业成熟度理论及其在大学生中的应用研究[D]:[硕士学位论文].南京:南京师范大学教育科学学院,2003.
[24]罗锡莉.大学生职业成熟度特点研究[J].保健医学研究与实践,2007,4(4):19-22.
[25]钱丽.大学生职业成熟度的测量及干预研究[D]:[硕士学位论文].南京:南京师范大学教育科学学院,2007.
[26]秦丹萍.自我概念和心理控制源与大学生职业成熟度的关系研究[D]:[硕士学位论文].上海:华东师范大学教育科学学院,2007.
[27]Healy C C,Michell J M,Mourton D L. Age and grade differences in career development among community college students[J].The Review of Higher Education, 1987(10):247-258.
[28]Luzzo D A.Predicting the career maturity of undergraduates:A comparison of personal,educational,and psychological factors[J].Journal of College Student Development,1993,34:271-275.
[29]Lokan J J,BossM W,Patsula P J. A story of vocational maturity during adolescence and locus of control[J].Journal of Vocational Behavior,1982,20:331-342.
[30]Fuqua D R,Blum C R,Hartman B W. Empirical support for tha differential diagnosis of career indecision[J].The Career Development Quarterly,1988,36:364-373.
[31]李洁.大学生职业自我概念及其在职业指导中的应用[D]:[硕士学位论文].南京:南京师范大学教育科学学院,2005.
[32]张聚华.大学生自我概念与其职业成熟度的相关研究[D]:[硕士学位论文].重庆:西南大学应用心理学,2008.
[33]连榕.大学生专业承诺、学习倦怠的状况及其关系[J].心理科学,2006,29(1):47-51.
[34]严瑜,龙立荣.大学生专业承诺的心理结构及影响因素研究[J].高等教育研究,2008, 29(6):90-97.
[35]Tayler L E. Professional commitment: the influence of the process socialization and professionalization and selected social-demographic factors in Canadian social work.Unpublished dissertation,University of Toronto,1988.
[36]连榕,杨丽娴,吴兰花.大学生的专业承诺、学习倦怠的关系与量表编制[J].心理学报, 2005,37(5):632-636.
[37]严瑜.大学生专业承诺的实证研究[J].湖北大学学报,2008,35(6):134-138.
[38]罗亚莉,刘衍玲,刘云波.大学生专业承诺现状的调查研究[J].高教探索,2008(2): 120-123.
[39]吴兰花,王占坤,黄飞旭.护理本科生专业承诺现状及相关因素研究[J].护理教育研究, 2008,23(4):10-12.
[40]彭春妹,罗润生.对地方高校大学生专业承诺状况及影响因素的调查研究[J].教育调查, 2007(2):42-45.
[41]赵锦山.大学生就业压力与专业承诺[J].科技和产业,2007,7(6):4-6.
[42]王书宁.大学生职业期望、专业承诺与择业效能感的关系研究[D]:[硕士学位论文].曲阜:曲阜师范大学应用心理学,2009.
[43]吴兰花.当代大学生专业承诺与学习风格的研究[D]:[硕士学位论文].福州:福建师范大学发展与教育心理学,2004.
[44]李义安,王一楠.应用心理学本科生的专业承诺与成就目标、学习观的关系研究[J].鲁东大学学报,2009,26(4):106-108.
[45]林冰.高职生专业承诺、职业自我效能和心理健康的状况及其关系研究[D]:[硕士学位论文].福州:福建师范大学教育管理,2006.
[46]吴兰花.护理大学生专业承诺和人格特质分析[J].医学与社会,2008,21(8):54-55.
[47]刘永贤.大学生职业兴趣、择业效能感的量表编制[D]:[硕士学位论文].长春:吉林大学应用心理学,2007.
[48]段陆生,李永鑫.大学生专业承诺、学习倦怠与学习投入的关系[J].中国健康心理学杂志,2008,16(4):407-409.
[49]MayerJ.D.&Salovey,P.Perceiving.affective.content.inambiguous.visuai[J]. stimuli:A.component.of.emotional.intelligence.Journalof Personality Assessment, 1990,54:772-781.
[50]Mayer J.D & Salovey.What is emotional Intelligence?In P.Salovey&D.Sluyter,Emotional development and emotional intelligence:Implications for educators,31, pp.New York:Basic Books,1997.
[51]Mayer J D & Salovey.Emotional intelligence aszeitgeist as personality and as a standard intelligence.In R.Bar-On & J D A. Parker.Handbook of emotional intelligence New York:Jossey-Bass,2000.
[52]Goleman D.Emotional intelligence:New York:Bantam Books,1995.
[53]Bar-On R.The Emotional Quotient Inventory:Technical manual.Toronto,Canada: Multi-Health Systems Inc,1997.
[54]Bar-On R. Emotional and social Intelligence:Insights from the 30Emotional Quotient Inventory.In R.Bar-On and J.D.A.Parker Handbook of Emotional Intelligence. San Francisco:Jossey-Bass,2000.
[55]卢家嵋.对情绪智力概念的探讨[J].心理科学,2005,28(5):1246-1249.
[56]许远理.情绪智力组合理论及其实证研究[D]:[博士学位论文].北京:首都师范大学发展与教育心理学,2004.
[57]张进辅,徐小燕.大学生情绪智力特征的研究[J].心理科学,2004,27(2):293-296.
[58]许远理.情绪智力三维结构理论[M].北京:中国科学技术出版社,2008:168-179
[59]王晓钧.情绪智力理论结构的实证研究[J].心理科学,2000,23(1):24-27.
[60]张俊,卢家楣.情绪智力结构的实证研究[J].心理科学,2008,31(5):1063-1068.
[61]马希武.藏族大学生情绪智力、自我效能感、主观幸福感研究[D]:[硕士学位论文].西安:西北大学应用心理学,2008.
[62]吴娟.大学生情绪智力的实证研究[D]:[硕士学位论文].成都:四川师范大学发展与教育心理学,2007.
[63]王晓娟.大学生情绪智力问卷编制及调查[D]:[硕士学位论文].上海:上海师范大学教育科学学院,2005.
[64]范立斌.青少年情绪智力量表的编制及在山西省青少年中的实测[D]:[硕士学位论文].太原:山西大学教育科学学院,2008.
[65]王才康.情绪智力与大学生焦虑、抑郁和心境的关系研究[J].中国临床心理学杂志, 2002,10(4):298-299.
[66]张娜.情绪智力在职业生涯决策过程中的作用[D]:[硕士学位论文].上海:华东师范大学教科院心理系,2006.
[67]何晓蕾.情绪智力问卷的开发及其应用研究[D]:[硕士学位论文].上海:华东师范大学心理学系,2004.
[68]陈权.情绪智力与大学生成就动机、社会成就及心理健康的关系研究[D]:[硕士学位论文].南京:南京医科大学应用心理学,2007.
[69]李明霞.护理学专业大学生情绪智力与自我效能感及应对方式的关系研究[D]:[硕士学位论文].济南:山东大学护理学院,2007.
[70]韩小琼等.大学生情绪智力与应对效能的关系研究[J].中国临床心理学杂志,2009(1): 81-83.
[71]李涛.大学生情绪智力及其对心理健康的作用研究[D]:[硕士学位论文].武汉:华中师范大学发展与教育心理学院,2004.
[72]张建荣,陈树婷,何贤晨,陈定湾.学生情绪智力与学业成绩、心理健康的相关研究[J].浙江社会科学,2008(9):119-122.
[73]张惠敏.中学生情绪智力与社会支持及心理健康的关系[D]:[硕士学位论文].上海:上海师范大学教育科学学院,2005.
[74]Ciarrochi J,Deane F P,Anderson S.Emotional intelligence moderates the relationship between stress and mental health. Pesonality and Individual Differences,2002.
[75]朱仲敏.情绪智力与认知智力、人格特质、学业成绩的关系研究[D]:[硕士学位论文].上海:上海师范大学教育科学学院,2004.
[76]竺培梁.智力心理学探新[M].合肥:中国科学技术大学出版社,2006.258-262.
[77]陈宝红.高职学生专业承诺、职业自我效能与职业决策困难的关系[D]:[硕士学位论文].济南:山东师范大学发展与教育心理学,2009.
[78] Super D E,Nevill D D.Work role salience as a determinant of career maturity in high school students.Journal of Vocational Behavior,1984.
[79]杜文新.硕士研究生职业成熟度的问卷编制及相关因素探讨[D]:[硕士学位论文].上海:上海师范大学教育学院,2008.
[80]吕爱琴,王明姬,林菡,施俊琦.大学生职业成熟度与情绪智力:自我效能的中介作用[J].北京大学学报,2008(2):271-276.
[81]梁晓燕,安宏玉,黄苏英.大学生职业价值观、情绪智力与职业成熟度的关系[J].中国健康心理学杂志,2010(12):1506-1508.