中职生就业心理困惑分析以及调适研究

随着我国教育体制改革的不断深入以及高校的扩招规模不断加大，使得我国的就业形势也变得日渐的严峻，这就使得我国的中职生在进行就业的过程之中面临着太多的心理压力。因此我国相关的就业指导部门应该认识到当前我国中职生在就业中存在的心理问题。本文通过对当前我国中职生在就业心理方面存在的困惑进行分析，提出了几点进行调适的建议，对相关的中职生消除心理焦虑的情绪，缓解他们的就业压力就有一定的参考价值。     

中职学校心理健康教育现状及对策

心理健康教育问题一直以来都是中职学校面临的一个相当重要的问题。而且,随着我国社会经济的不断发展,中职学校的规模也在不断扩大,中职生日益面临着校园、家庭和社会的不同影响,他们的心理必将产生不可预知的变化。心理健康问题直接影响中职学生的日常生活状态,影响学生学习及就业效果,影响学生的发展和成长。因此,中职生心理健康教育现状和对策措施的研究对于提高中职生的成才和成长有着相当重要的意义。     

生涯规划清晰度对大学生学习参与的影响:有调节的中介模型

考察生涯规划清晰度对大学生学习参与的影响机制。采用生涯规划量表、学习过程问卷、团队学习氛围量表和学习参与量表对728名大学生进行调查。结果发现:(1)生涯规划清晰度对学习参与具有显著正向影响;(2)学习动机在生涯规划清晰度与大学生学习参与间起部分中介作用;(3)同伴学习氛围在中介模型的后半段路径中起调节作用。这一结论有助于理解生涯规划清晰度对学习参与的作用机制,对提升大学生学习参与水平具有一定的启发意义。     

我国中等职业学校青少年学生情感素质的现状

本研究采用自编的《青少年情感素质调查问卷》对全国3类地区9大城市1767名中等职业学校青少年学生进行了问卷调查。结果表明：我国中职生情感素质总体处于积极正向、亟待提高的状况;女生的情感素质稍优于男生,但存在结构性差异;情感素质与中职生学业自评呈正相关;居住情况和父母学历对中职生情感素质影响不大;与同龄高中生在情感总体上没有显著差异,仅理智情感发展低于高中生,并主要表现在自信感和好奇心方面;师生关系良好、教师有情施教对中职生各方面情感素质发展具有极为重要的促进作用,应引起教育部门的高度关注。     

网络社会支持对中职生生活满意度的影响:公正世界信念和感恩的中介作用

为探讨网络社会支持对中职生生活满意度的影响,以及公正世界信念和感恩在其中的中介作用,采用网络社会支持问卷、公正世界信念问卷、感恩量表和生活满意度量表对656名中职生进行调查。结果发现:(1)网络社会支持、公正世界信念、感恩和生活满意度之间两两显著正相关;(2)网络社会支持对生活满意度没有直接预测作用,但可以通过两条路径的间接作用影响中职生生活满意度:通过公正世界信念的中介作用;通过感恩的中介作用。研究结果进一步揭示网络社会支持对生活满意度的作用机制,能为提升中职生的心理社会适应提供理论指导。     

试论中等职业学校职业指导的开展与实践

随着社会主义市场经济的确立,人才的需求条件的提高以及我国以“双向选择,自主择业,竞争上岗”为主体的毕业生劳动就业制度的进一步实施,职业学校毕业生“就业难”已经成为一个严峻的现实摆在人们面前。在就业竞争越来越激烈的环境下,中等职业学校的学生就面临着重大的人生课题,但由于没出校门的中职生对社会了解甚少,学校和教师应加强对学生就业前的指导,帮助学生了解自己、了解社会,培养学生具有职业意识与向往,使学生初步树立正确的升学观、职业观、就业观,学会选择符合社会需要及其身心特点的职业或专业方向。     

促进中职学生多元成才的实践探索——以厦门工商旅游学校为例

促进中职学生主动发展、多元成才是现阶段中等职业教育改革的重要目标,以厦门工商旅游学校2011级学生为研究对象,通过三年来的实践,对"中职学生多元成才"培养模式进行了探索。从"中职生多元成才提出的背景及现实意义"、"研究的初步成效"、"实施多元成才培养的重要切入点和有效抓手"三个方面对促进中职学生多元成才进行了思考。     

城乡普高生与中职生对未来的规划和态度

以1995名城乡普高生和中职生为被试,采用未来取向问卷(中文版),考察了普高生和中职生对未来的规划和态度的基本特点。研究发现:(1)总体上,普高生对未来教育的投入水平高于中职生,对未来教育和职业目标的实现持更积极乐观的态度。此外,城市普高生对未来教育的探索水平高于城市中职生,但对未来婚姻/家庭的投入水平低于城市中职生;农村普高生对未来职业的探索和投入水平均低于农村中职生。(2)农村青少年对未来职业和婚姻/家庭的投入水平高于城市青少年,且对未来教育目标的实现持更积极乐观的态度。(3)男青少年对未来教育的投入水平低于女青少年,对未来婚姻/家庭的探索和投入水平高于女青少年,且农村男青少年比农村女青少年对未来婚姻/家庭目标的实现持更积极乐观的态度。     

汉族、回族高中生生涯规划与发展的跨文化研究

该研究对汉族和回族高中生的生涯发展特点进行了跨文化研究,研究得出以下结论：(1)总体来说,高中生对升学的价值评价特别高,80％以上都把继续深造作为毕业后的第一打算,高中生的生涯自我效能也比较高。(2)总的来说,高中生生涯信念、生涯自我效能、生涯规划都不存在性别差异。(3)高中生生涯信念不存在民族差异,生涯自我效能、生涯规划存在显著的民族差异。     

父母生涯相关行为和学前教育专业大学生专业满意度的关系：生涯适应力和生涯规划的中介作用

以600名学前教育专业大学生为被试,探讨了父母生涯相关行为 (支持、干涉和缺位) 和专业满意度 (6个月后) 的关系及生涯适应力和生涯规划的中介作用。结果表明：(1) 支持对专业满意度的直接预测作用不显著,是通过正向预测生涯适应力和生涯规划及生涯适应力→生涯规划这一序列中介作用间接预测专业满意度。(2) 干涉对专业满意度的直接预测作用不显著,但通过负向预测生涯适应力及生涯适应力→生涯规划这一序列中介作用间接预测专业满意度。     

The relationship between learning environment and career competencies of students in vocational education

This article focuses on which aspects of the learning environment, aimed at fostering career learning, correspond with the development of career competencies among students (aged 12–19 years) enrolled in prevocational and secondary vocational education in The Netherlands. Aspects of the learning environment that are taken into account here are the following: career orientation and guidance methods used, instruments implemented, and the degree to which the curriculum is practice-based and dialogical. In the study, three career competencies are identified: career reflection (reflective behaviour), career forming (proactive behaviour), and networking (interactive behaviour). To research the relationship between the learning environment and the presence of career competencies, a study was done among 3499 students and 166 teachers in 226 classes in 34 schools. The results show that career guidance in school, in which a dialogue takes place with the student about concrete experiences and which is focused on the future, contributes most to the presence of career competencies among students. Without this dialogue, career guidance methods and instruments barely contribute to the acquisition of career competencies.     

Personality Factors and Inhibited Career Development: Testing the Unique Contribution of Shyness

This study evaluated the hypothesis that shyness is uniquely associated with delayed development of personal resources for dealing with career tasks during the college years. In addition to shyness, the set of relevant personality factors included academic self-esteem and dysphoria. Canonical correlation and semipartial analysis were used to assess the mutual and unique variance associated with these three personality factors and a set of career development variables pertinent to college students in late adolescence. Results revealed that shyness was uniquely related with vocational self-concept crystallization and aspects of vocational maturity (e.g., attitudes toward planning), but unrelated with indexes of self and environmental exploration. Academic self-esteem was only related to vocational self-concept, while dysphoria evidenced no unique association with any career variables. Implications of the expected and unexpected findings are discussed.     

高三学生生涯未决的类型研究

生涯未决是生涯决策研究的一个重要问题。本文通过生涯决策困难和职业认同等测量工具调查了300名高中生,试图探讨生涯未决的类型。采用聚类分析,结果发现了5类未决类型:不知所措型、犹豫不决型、不良信念型、动机不足型、应对良好型。对总体决策困难和职业认同的差异检验证实了这五种类型。     

let your life speak: assessing the effectiveness of a program to explore meaning,purpose, and calling with college students

Typical career planning courses assist students with the self‐assessment process, career exploration, and decision making. Although this assistance is helpful, college students are increasingly concerned with issues of meaning and calling (P. Braun, 2005). The authors describe and test the effectiveness of the Let Your Life Speak course, a program to help students articulate their framework of life meaning and increase their sense of vocational calling. Results indicate an increase in sense of vocational calling, greater confidence in ability to achieve goals, and a deepened framework of life meaning. Moreover, 96% reported they would recommend the course to others.     

The influence of social comparison on career decision-making: Vocational identity as a moderator and regret as a mediator

This study investigated the influence of social comparison on career choice certainty and its potential mechanisms: regret as a mediator and vocational identity as a moderator. Before the formal experiment, 30 pairs of vocational values representing typical conflicts in career decision-making for Chinese university students were obtained. The formal experiment adopted a single-factor (social comparison VS no comparison) between-subject design with vocational identity as an independent covariate. Ninety-eight junior and senior undergraduate students and graduate students in a university in China were invited to participate in the computer-controlled experiment, which involved vocational identity assessment, social comparison manipulation, and analogue career-choice scenario tests. Path analysis showed that: (a) Social comparison significantly and negatively predicted career choice certainty; (b) Regret partially mediated the effect of social comparison on career choice certainty; and (c) Vocational identity did not moderate the path between social comparison and regret, but significantly moderated the negative effect of regret on career choice certainty. These results indicated that in the collectivistic Chinese culture, individuals' career development trajectories may not be totally independent and are subject to influences by other people's choices, while emotion of regret and vocational identity development all play significant roles in this intricate process.     

我国中学生职业兴趣的特点与测验编制

随着当前就业压力的增加,社会竞争也愈演愈烈,职业生涯规划的问题逐渐受到人们的重视。本文基于当代高中毕业生选报大学专业时对自身兴趣特点深入了解的需要,在国内外职业兴趣研究的基础上,探讨了我国高中生职业兴趣的特点,并编制出一套适合当前中国高中生兴趣特点的职业兴趣测验。该测验将职业兴趣分为七种类型：艺术型、事务型、经营型、研究型、自然型、社会型和技术型。测验的信、效度测量指标均达到比较满意的水平。经过初步推广使用,获得了广大使用者的好评。     

Career salience,work values,and vocational indecision

The purpose of this study was to relate vocational indecision to (a) the level of career salience or priority and (b) the importance attached to specific work values. One hundred fifty-three students participated in the study. It was found that low career salience was associated with a relatively high incidence of vocational indecision. In addition, students who were vocationally undecided tended to place less importance on intrinsic work values than did students who were committed to an occupation. The results suggest that there may be two sources of vocational indecision: high career-salience students who value intrinsic rewards and low career-salience students who do not value intrinsic rewards. Given the relatively small percentage of variance in vocational indecision accounted for in the present study, the need for future research was emphasized.     

Caring and Counseling—Shared Tasks in Advisement Schools

Advisement programs, a part of the total guidance service provided by many secondary schools, involve the entire teaching staff and provide personalized guidance services to all secondary students (7–12) in the following areas: program planning, self-assessment, school offerings awareness, parent relations and conferences, feedback evaluation, decision-making skills, career planning and preparation, and school and community issues. Advisement enhances counseling and offers counselors the opportunity to practice their specialized skills more fully. The Ferguson-Florissant advisement program, described in this article, emphasizes positive change in students' attitudes toward themselves and school.     

Developmental trajectories and reciprocal associations between career adaptability and vocational identity: A three-wave longitudinal study with adolescents

The purpose of this longitudinal study was two-fold. First, we investigated patterns of stability and change in career adaptability and vocational identity in adolescents. Second, we examined reciprocal associations between career adaptability and vocational identity. In addressing both research aims we tested the moderating effects of gender, school-type, and age. Participants were 1151 (58.7% female) adolescents. They filled in measures that appraised career adapt-abilities and vocational identity processes three times during a school year. Latent growth curve analyses highlighted slight longitudinal decreases in career concern, control, and confidence especially in boys, vocational school students, and middle-to-late adolescents. Also, over time boys and students attending vocational schools reported less in-depth occupational exploration, less identification with present vocational commitments, and more flexibility and self-doubt about their careers. Findings of cross-lagged path analyses highlighted reciprocal associations between career adaptability and vocational identity. Career adaptability positively predicted adolescents' ways of dealing with vocational exploration and commitment. Vocational commitment and reconsideration of commitment predicted career adapt-abilities in time. These results indicate that career adaptability and vocational identity are dynamic and interrelated dimensions of adolescent career development. Implications for theory and practice are discussed.     

公费教育政策满意度对师范生教师职业认同的影响—社会认知因素的影响

采用问卷法,以839名公费师范生为研究对象,探究公费师范生政策满意度对师范生教师职业认同的影响,考察公费教育政策满意度、职业决策自我效能感、职业结果预期以及教师职业认同的关系。结果发现：（1）公费教育政策满意度显著正向预测教师职业认同;（2）职业决策自我效能感和职业结果预期在政策满意度和教师职业认同的关系中起中介作用,完全中介支持性政策满意度与教师职业认同的关系,部分中介限制性政策满意度与教师职业认同的关系。本研究通过社会认知职业理论解释了公费教育政策满意度与教师职业认同的关系路径,为提升公费师范生的教师职业认同提供了参考和借鉴。