大学生人格类型与专业认同间的关系研究

本研究对旅游管理专业大学生进行了MBTI人格测验,并采用问卷调查与内隐联想测验(IAT)两种方式了解被试的专业认同状况。研究发现样本的专业认同存在显著的外显—内隐分离,在内隐层面上缺乏足够认同。性别、人格类型与专业认同之间存在一定关联,部分人格维度可作为判断大学生专业认同状况的有效变量。     

心理距离对大学生职业决策偏好的影响

职业决策对大学生职业生涯发展具有重要意义。心理距离作为个体决策的重要影响因素之一,是否也影响着大学生的职业决策偏好？研究通过4个实验,采用2（心理距离：远、近）*2（性别：男、女）混合实验设计,以大学生为研究对象,探讨了心理距离（空间距离、时间距离、社会距离、假设性）和性别对职业决策偏好的影响。研究发现：(1)大学生在心理距离远的情境下更偏好选择稳定、职业声望高的职业;在心理距离近的情境下更偏好选择薪资高、专业对口的职业。（2）空间距离、时间距离、社会距离近的情境下,男大学生比女大学生更偏好选择薪资高、专业对口的职业。     

3~5岁幼儿职业声望垂直空间、大小双重隐喻发展

为探讨3~5岁幼儿职业声望认知及职业声望垂直空间、大小双重隐喻的发展规律,研究采用将高声望职业人物和低声望职业人物图片放置垂直空间的上方/下方和大/小的人物剪影图片的任务操作。通过2个实验及综合分析结果发现：3岁幼儿职业声望隐喻理解能力开始萌芽,高职业声望为“上”的正极概念隐喻开始出现; 4岁幼儿职业声望隐喻理解能力得到发展,已形成高职业声望为“上”、“大”,低职业声望为“下”、“小”的双重隐喻能力; 5岁幼儿职业声望的双重隐喻能力进一步加强。研究揭示：3~5岁幼儿对职业声望的隐喻加工存在正极优势。幼儿对职业声望的垂直空间和大小双重隐喻理解能力的发展不同步,职业声望的垂直空间隐喻发展优于大小隐喻。     

大学生职业选择与内隐职业声望偏好

通过理想职业抱负的问卷,考察了全国东部、中部及西部地区共10个省市（北京、上海、辽宁、广东、湖北、江西、贵州、山西、四川、宁夏回族自治区）的大学生职业选择的现状;同时采用内隐联想测验（IAT）,对大学生内隐职业声望的态度进行了研究。结果表明：（1）大学生选择“企业家”、“教师”等职业的人数要显著地高于选择“工人”、“农民”等职业的人数,他们更倾向于选择社会声望高的职业;（2）大学生倾向于选择与自己的性别类型相符的职业,相比之下,女生表现出更多的反职业性别刻板,而男生则表现出更明显的职业性别刻板;（3）不同地域的大学生对职业的选择存在显著差异;（41）大学生对不同社会声望的职业存在显著的内隐偏好。     

保险行业外勤员工职业人格特征研究

以233名来自三个不同的保险公司(平安保险公司105人、泰康人寿保险公司87人和中保人寿公司41人)的外勤员工为研究对象,采用中科院心理所开发的“职业人格自测问卷”为研究工具,探讨了保险行业外勤员工的职业人格特征。结果表明：保险公司外勤员工职业人格类型与保险行业所需的职业人格类型基本相符：平安保险公司外勤员工的职业人格类型最为合理：女性职业人格类型比男性职业人格类型更为合理;泰康公司在现实型、社会型、管理型和艺术型的得分性别差异显,男性的得分高于女性;从总样本看,人格类型上不存在显年龄差异。     

个人中心视角下青少年人格类型与社会性发展

作为一种新兴的研究思路,人格类型已被广泛应用于青少年人格研究中。本文首先回顾了人格类型的起源和优势。其次介绍了青少年人格类型的发展特征。再次介绍人格类型与青少年社会性发展关键变量的关系。最后提出探索其它的人格类型、人格类型的本土化研究、个人中心与变量中心相结合的研究思路、人格类型和网络心理与行为的关系或可成为青少年人格心理学的研究取向。     

环境条件和兴趣对大学生妥协决策的影响

研究旨在考察个体在选择职业时是否会为了更好的环境条件(组织、城市)而降低对兴趣的要求。对63名大学生被试开展了两个实验,采用在环境条件和兴趣水平上有不同程度差异的职位配对来模拟两难决策。结果发现:(1)对不同组织声望和兴趣水平的职位的选择无性别差异;(2)组织声望差距、组织声望差距与兴趣差距的交互作用能显著预测职位的选择;(3)对不同城市级别和兴趣水平的职位的选择有性别差异,男生比女生更少放弃兴趣;(4)兴趣差距、城市级别差距与兴趣差距的交互作用能预测男生的选择,只有兴趣差距能预测女生的选择。结论:个体会为了更好的环境而或多或少在兴趣方面妥协。     

企业管理者人格类型研究

研究企业管理者人格类型对评价企业经营者任职资格．有效配置管理者有很大帮助。本文采用MBTI—M．对255名企业管理者的人格类型进行研究。结果表明．ESTJ型和ISTJ型是企业管理者的典型人格类型;性别、年龄、教育水平、管理职位、管理领域、企业性质等变量对管理者的典型人格类型没有显著影响。研究同时表明,MBTI—M是较理想的人格测量工具。     

当代大学生职业兴趣的结构与测量

该研究考察了我国当代大学生职业兴趣的结构,并编制出相应的测量工具.首先通过开放式问卷调查、文献调研,以及对已有测评工具中条目的整理,构建出职业兴趣描述库,再以此为基础编制自陈式职业兴趣调查表,对大学生的职业兴趣结构进行初步探索,得出九个维度,分别命名为研究型、艺术型、展示型、社会型、冒险型、企业型、常规型、现实型和生态型.其次通过验证性因素分析方法检验测验的构想效度,结果发现各指标拟合良好.此外,实证数据也表明测验具有良好的同质性信度和重测信度.研究结果证明大学生职业兴趣调查表具有较好的心理测量学品质,可应用于实践领域.     

团队中的“我为人人, 人人为我”—— 团队-成员交换研究述评

团队-成员交换考察了团队中个体成员和其他成员之间的关系质量对团队整体绩效以及个人绩效的影响。从团队-成员交换的概念、理论来源、测量方式、测量工具等方面系统地介绍了团队-成员交换。此外, 将团队-成员交换的实证研究结果进行了汇总, 包含团队-成员交换的前因变量、结果变量及其所扮演的中介变量和调节变量的研究。在汇总的过程中对变量进行了群体层面和个体层面的划分。最后提出未来应该广泛开展在中国情境下的团队-成员交换实证研究, 并开发适合中国情境的团队-成员交换量表。     

Action: a bridge between vocational and mental health counselling*

A theory of goal-directed action is proposed as a conceptual link between vocational and mental health counselling. Originally emerging from the vocational counselling field, contextual action theory is presented as a critical conceptual link not only between mental health and occupational life but also between counselling practices in these domains. This specific application of goal-directed action to vocational and mental health counselling is addressed by describing counselling as goal-directed action, the five tasks of counselling it invites, and tools for supporting client goals, such as the self-confrontation interview.     

Holland Type as a Moderator of Personality-Performance Predictions

This study explored the value of using Holland's theory of vocational personality types and work environments for improving predictions of personality-performance relations. Upper level undergraduates representing the RIASEC environments completed the Self-Directed Search and a measure of the Five-Factor Model of personality that were used to predict grades. Overall, agreeableness and conscientiousness accounted for approximately 2% to 3% of the variance in performance. However, when the data were analyzed further by RIASEC environment, more than 9% of the variance in performance was accounted for with personality scores. This study supports assertions in the literature that predictions of performance using global traits, such as conscientiousness, can be improved using appropriate moderators. Furthermore, important relations between personality and performance can be masked if job context is ignored.     

A relational theory of working

Building on diverse influences from critical perspectives in vocational psychology and the relational movement in contemporary psychological discourse, this article introduces the relational theory of working. Attending to the full array of people who work and who want to work, the relational theory conceptualizes working as an inherently relational act. A relational theory provides a framework for understanding ways in which working is embedded in external and internal relational contexts. To establish the conceptual infrastructure for the relational theory, several propositions are advanced, which summarize observations and inferences about the intersection of working and relationships and highlight the inherent relational context of working. The article concludes with implications for practice, policy, and research.     

The concept of development in vocational theory and intervention

One of the major problems in the vocational literature is the absence of theoretical formulations which deal with development in more than a superficial manner. Specific problems are that (1) key constructs are adapted from developmental theory without proper attention to the conceptual, empirical, and methodological problems involved; (2) little recognition has been accorded to significant changes in developmental theory during the past 15 years, changes which stress the multidimensional, plastic, contextual, and life-span features of development; (3) there is a paucity of adequately designed, contextually sensitive, longitudinal research; and (4) well-established empirical findings of developmental research have been misrepresented or ignored by vocational researchers. It is proposed that a theory of life-span vocational role development must meet the conceptual and methodological requirements of a developmental approach, that it must contain a contextual perspective, and that it must be relational in the sense that it provides for the examination of the “goodness of fit” between individual and contextual developments. The consequences of this viewpoint for vocational intervention are described as a more pronounced focus on events, processes, and life periods which are identified as antecedents of major vocational decisions. Finally, it is observed that vocational intervention should be viewed as a succession of procedures designed to assist the individual, throughout his/her life, to adapt vocational functioning to changing personal situations as well as to changing economic and contextual circumstances.     

Relationship between lifestyle values and achievement goal orientation among vocational students in Thailand

This study brings models of value theory and motivational goal theory together to investigate the relationship between lifestyle values (materialism, religiosity, physical well-being and image) and achievement goal orientation of college students enrolled in vocational programmes in Thailand (N?=?1670, males?=?38.5% and females?=?61.5%). We found associations between various lifestyle values and achievement goal orientation. Multiple regression analyses found a positive association with religiosity and personal well-being on the adoption of mastery goals and a positive association with materialism and personal image on the adoption of performance goals. These findings are interpreted with respect to self-determination theory.     

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。     

the role of personality in stress perception across different vocational types

In this study, the authors investigated the relationship between personality (measured by the subscales of the NEO Five‐Factor Inventory [NEO‐FFI]; Costa & McCrae, 1992) and stress (measured by the Overall Job Satisfaction scale [Warr, Cook, & Wall, 1979], and Cooper's Job Stress Scale [Cooper, 1981]) across different vocational types as described in Holland's (1966, 1997) theory. A sample of 729 employees participated in the survey. Individuals with high NEO‐FFI scores on neuroticism more often perceived distress across several vocational types. Individuals with high NEO‐FFI scores on conscientiousness more often perceived eustress across several vocational types. Extraversion was related to more eustress in Social and Conventional vocational types, openness to experience to more distress in Realistic and Social vocational types and to less eustress in Conventional vocational types; agreeableness was related to more eustress in Investigative and Conventional vocational types. A relation conclusively exists between personality and perception of distress and eustress for different vocational types.     

Learning Theory and Vocational Decisions

The theme is proposed that a learning theory of vocational behavior could contribute to both understanding and theory development in the area of vocational decisions. The discussion includes a definition of vocational decisions and specification of three functions of a theory. The functions are explanation, prediction, and control. The developmental, psychoanalytic, and trait approaches to theories of vocational decisions are contrasted with a learning approach in terms of the definition of decisions and the functions of theories. An example of vocational counseling illustrates the application of learning concepts to vocational decision behavior. The major advantages of a learning theory approach are that it has the potential for both accurate prediction and extensive control of decisions.     

大学生的职业自我概念清晰度与抑郁的关系:性别与性别平等观的调节作用

尽管抑郁的影响因素得到了比较多的探讨,但是鲜有研究探讨职业自我概念清晰度与抑郁的关系以及性别和性别平等观在其中的作用。根据生涯发展理论和自我差异理论,本研究探讨了大学生职业自我概念清晰度与大学生抑郁的关系,并考察了性别和性别平等观在二者关系之间的调节作用。通过对463份大学生的数据进行实证分析发现：（1）职业自我概念清晰度与大学生抑郁负相关;（2）职业自我概念清晰度与抑郁的关系存在显著的性别差异;（3）职业自我概念清晰度、性别和性别平等观对大学生抑郁存在三重交互作用。当个体持有高性别平等观时,男性和女性的职业自我概念清晰度都与抑郁负相关。当个体的性别平等观较低时,女性的职业自我概念清晰度与抑郁正相关。研究结果对于大学生的职业发展和心理健康教育具有重要实践意义。     

A comparison of two approaches to the Cognitive Differentiation Grid

The Cognitive Differentiation Grid (CDG), much used as a measure of vocational differentiation, owes its heritage to Personal Construct Theory but represents an important departure from the theory and poses serious limitations to the study of vocational cognitions. This study examined whether a more theoretically consistent version of the CDG would yield results different from the currently used CDG. As hypothesized, it was found that subjects using their own constructs evidenced greater vocational differentiation than those using the CDG. It was also found that males evidenced greater vocational complexity than females. These data were interpreted to suggest that the CDG may be problematic in the study of vocational cognitions. The discussion focuses on the extent to which these data replicate and extend earlier research in cognitive complexity and on implications for career development research and practice.