大学生职业发展态度研究
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摘要
高校未就业人数不断攀升。促进就业已经成为整个社会普遍关注的焦点。研究大学生的职业生涯发展问题意义重大而深远。本研究以社会认知职业理论SCCT为理论框架研究影响职业发展态度的作用机制。本研究成果为我国高校建立本土化的职业生涯教育理论和干预实践提供思路和参考。
本研究以天津三所不同层次高校的295名高年级大学生为被试，检验并修订主动性人格量表、职业决策自我效能感量表、职业结果预期量表和职业发展态度量表。再次施测时以天津三所不同层次高校的777名高年级大学生为被试，加入前人已修订的领悟社会支持量表，研究结果发现：
1.修订的主动性人格量表、职业决策自我效能感量表、职业结果预期量表和职业发展态度量表具有较好的信效度，其各项心理测量学指标合格或良好。
2.大学生在主动性人格、领悟社会支持、职业决策自我效能、职业结果预期和职业发展态度五个变量的显著性差异主要体现在父母的教育背景和职业地位的不同。
3.主动性人格和领悟社会支持对职业决策自我效能、职业规划、职业探索有显著的预测作用；进一步的验证得出，在主动性人格、领悟社会支持与职业发展态度的关系中，职业决策自我效能起了部分中介作用。
4.主动性人格和领悟社会支持对职业结果预期、职业规划、职业探索有显著的预测作用；进一步的验证得出，在主动性人格、领悟社会支持与职业发展态度之间的关系中，职业结果预期起了部分中介作用。
5.职业决策自我效能和职业结果预期共同预测职业发展态度时，职业决策自我效能的主效应显著，职业结果预期的主效应变得不显著；在职业决策自我效能与职业发展态度的关系中，职业结果预期起了调节作用。
6.在一个师资实验班样本与普通班级样本的比较发现，在职业决策自我效能和职业规划上有显著性差异；在结果预期和职业探索上没有显著性差异；在职业决策自我效能和职业发展态度的路径上没有显著性差异；在结果预期和职业发展态度的路径上也没有显著性差异。
The number of those college graduates who can’t find a job is on the rise. Topromote employment is in the limelight of the whole society. This study consideredsocial cognitive career theory(SCCT) as a framework for identifying the mechanismthat effects people’s career development attitude. The results will help colleges inChina establish a localized theory of career education and conduct career intervention.
The present study selects295undergraduates from three colleges of different levelsin Tianjin as participants to verify and modify the proactive personality inventory,career decision-making self-efficacy scale, career outcome expectation scale andcareer development attitude scale.Then we applied the foresaid four revised scalesfrom the previous research and one perceived social support scale revised by formerresearchers to examine another sample of777seniors undergraduates from threecolleges of different levels in Tianjin. The results are as follows:
1. Revised the Proactive Personality Inventory, the Career Decision Self-EfficacyScale-Short Form, the Career Outcome Expectations Scale and the CareerDevelopment Attitude Scale have high reliability and validity, and they all meet thepsychometric criterion.
2. When it comes to the following variables: proactive personality, perceived socialsupport, career decision-making self-efficacy, career outcome expectations and careerdevelopment attitude, college students differ significantly mainly related to parents'educational background and occupational status.
3. Proactive personality and perceived social support were significantly associatedto career decision-making self-efficacy, career planning and career exploration. Careerdecision-making self-efficacy also was significantly associated to two indicators ofcareer development attitudes, namely career planning and career exploration. Afterfurther validation, resulte revealed that proactive personality, perceived social supportwere significantly associated to career development attitude, the effect was partiallymediated by career decision-making self-efficacy.
4. Proactive personality and perceived social support were significantly associatedto career outcome expectations, career planning and career exploration. Careeroutcome expectations also was significantly associated to the said two indicators ofcareer development attitudes, namely career planning and career exploration. Afterfurther validation, resulte revealed that personality, perceived social support weresignificantly associated to career development attitude, the effect was partially mediated by career outcome expectations.
5. When both career decision-making self-efficacy and career outcome expectationsexert an influence on career development attitude, career decision-makingself-efficacy has significantly main effect, while career outcome expectations has lessmain effect. After further validation, career outcome expectations exert a moderatoreffects on the relation between career decision-making self-efficacy and careerdevelopment attitude.
6. In a comparison between experimental samples from some training classes andcontrol samples from an ordinary class, students significantly differ in careerdecision-making self-efficacy and career planning, and there is no significantdifference in career outcome expectations and career exploration. Neither is there anysignificant difference in the relation between career decision-making self-efficacy andcareer development attitude, and between career outcome expectations and careerdevelopment attitude.
本研究以天津三所不同层次高校的295名高年级大学生为被试，检验并修订主动性人格量表、职业决策自我效能感量表、职业结果预期量表和职业发展态度量表。再次施测时以天津三所不同层次高校的777名高年级大学生为被试，加入前人已修订的领悟社会支持量表，研究结果发现：
1.修订的主动性人格量表、职业决策自我效能感量表、职业结果预期量表和职业发展态度量表具有较好的信效度，其各项心理测量学指标合格或良好。
2.大学生在主动性人格、领悟社会支持、职业决策自我效能、职业结果预期和职业发展态度五个变量的显著性差异主要体现在父母的教育背景和职业地位的不同。
3.主动性人格和领悟社会支持对职业决策自我效能、职业规划、职业探索有显著的预测作用；进一步的验证得出，在主动性人格、领悟社会支持与职业发展态度的关系中，职业决策自我效能起了部分中介作用。
4.主动性人格和领悟社会支持对职业结果预期、职业规划、职业探索有显著的预测作用；进一步的验证得出，在主动性人格、领悟社会支持与职业发展态度之间的关系中，职业结果预期起了部分中介作用。
5.职业决策自我效能和职业结果预期共同预测职业发展态度时，职业决策自我效能的主效应显著，职业结果预期的主效应变得不显著；在职业决策自我效能与职业发展态度的关系中，职业结果预期起了调节作用。
6.在一个师资实验班样本与普通班级样本的比较发现，在职业决策自我效能和职业规划上有显著性差异；在结果预期和职业探索上没有显著性差异；在职业决策自我效能和职业发展态度的路径上没有显著性差异；在结果预期和职业发展态度的路径上也没有显著性差异。
The number of those college graduates who can’t find a job is on the rise. Topromote employment is in the limelight of the whole society. This study consideredsocial cognitive career theory(SCCT) as a framework for identifying the mechanismthat effects people’s career development attitude. The results will help colleges inChina establish a localized theory of career education and conduct career intervention.
The present study selects295undergraduates from three colleges of different levelsin Tianjin as participants to verify and modify the proactive personality inventory,career decision-making self-efficacy scale, career outcome expectation scale andcareer development attitude scale.Then we applied the foresaid four revised scalesfrom the previous research and one perceived social support scale revised by formerresearchers to examine another sample of777seniors undergraduates from threecolleges of different levels in Tianjin. The results are as follows:
1. Revised the Proactive Personality Inventory, the Career Decision Self-EfficacyScale-Short Form, the Career Outcome Expectations Scale and the CareerDevelopment Attitude Scale have high reliability and validity, and they all meet thepsychometric criterion.
2. When it comes to the following variables: proactive personality, perceived socialsupport, career decision-making self-efficacy, career outcome expectations and careerdevelopment attitude, college students differ significantly mainly related to parents'educational background and occupational status.
3. Proactive personality and perceived social support were significantly associatedto career decision-making self-efficacy, career planning and career exploration. Careerdecision-making self-efficacy also was significantly associated to two indicators ofcareer development attitudes, namely career planning and career exploration. Afterfurther validation, resulte revealed that proactive personality, perceived social supportwere significantly associated to career development attitude, the effect was partiallymediated by career decision-making self-efficacy.
4. Proactive personality and perceived social support were significantly associatedto career outcome expectations, career planning and career exploration. Careeroutcome expectations also was significantly associated to the said two indicators ofcareer development attitudes, namely career planning and career exploration. Afterfurther validation, resulte revealed that personality, perceived social support weresignificantly associated to career development attitude, the effect was partially mediated by career outcome expectations.
5. When both career decision-making self-efficacy and career outcome expectationsexert an influence on career development attitude, career decision-makingself-efficacy has significantly main effect, while career outcome expectations has lessmain effect. After further validation, career outcome expectations exert a moderatoreffects on the relation between career decision-making self-efficacy and careerdevelopment attitude.
6. In a comparison between experimental samples from some training classes andcontrol samples from an ordinary class, students significantly differ in careerdecision-making self-efficacy and career planning, and there is no significantdifference in career outcome expectations and career exploration. Neither is there anysignificant difference in the relation between career decision-making self-efficacy andcareer development attitude, and between career outcome expectations and careerdevelopment attitude.
引文
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