民族文化认同与大学生职业成熟度的关系及其心理机制

为考察大学生民族文化认同与职业成熟度的关系及其内在心理机制,本研究采用多民族青少年文化认同问卷、大学生生涯自我效能感量表和大学生职业成熟度量表对4292名在校大学生进行测查,结果发现：（1）大学生的主流文化认同、民族文化认同、生涯自我效能感和职业成熟度之间具有明显的正相关;（2）主流文化认同--生涯自我效能感在民族文化认同与职业成熟度之间起链式中介作用;（3）生涯自我效能感中介民族文化认同与职业成熟度的关系在男生样本中不显著而在女生样本中显著;主流文化认同、生涯自我效能感分别单独中介民族文化认同与职业成熟度的关系在汉族大学生样本中为部分中介,而在少数民族大学生样本中为完全中介。     

大学生同一性与职业探索、职业决策困难的关系

采用问卷法对439名大学生的同一性与职业探索、职业决策困难的关系进行了研究.研究结果表明:(1)不同同一性地位类型的大学生在职业探索上存在显著差异,环境探索和自我探索两个维度的得分都呈现出达成型>延缓型>早闭型>混乱型的趋势,同一性地位越高,职业探索得分越高.(2)不同同一性地位类型的大学生在职业决策困难上存在显著差异,职业决策困难各维度得分及各维度平均分上大致呈现出同一性地位越高,职业决策困难得分越低的趋势.     

职业决策困难研究述评

职业决策困难是指个人在职业决策过程中所遇到的各种难题,其一直是生涯心理学当中一个非常重要的研究主题.它会以两种方式影响职业决策结果:一是,导致个体无法做出决定;二是,导致个体做出劣质决定.本文回顾了1980～2012年国内外相关研究,对职业决策困难的概念界定、亚类型、结构、测量工具、影响因素和干预措施进行了系统梳理.在此基础上,对未来研究方向进行了展望,指出未来研究需要进一步清晰界定职业决策困难的内涵和外延、对维度构成达成共识、深入探索形成机制以及加强定制化干预研究.     

主动性人格对大学生职业决策困难的影响:职业生涯探索与职业成熟度的中介作用

本研究基于生涯发展理论探讨了主动性人格与大学生职业决策困难的关系,以及职业生涯探索与职业成熟度的中介效应。以接受了专业培训的心理学专业研究生为主试,采用主动性人格量表、职业生涯探索量表、职业成熟度量表和大学生职业决策困难量表对647名大学生进行研究。结果显示:主动性人格影响大学生职业决策困难的路径有四条,(1)主动性人格对大学生职业决策困难具有直接负向预测作用;(2)职业生涯探索在主动性人格与大学生职业决策困难之间起中介作用;(3)职业成熟度在主动性人格与大学生职业决策困难之间起中介作用;(4)职业生涯探索和职业成熟度在主动性人格与大学生职业决策困难之间起链式中介作用。因此,主动性人格不仅会直接影响大学生职业决策困难,还会通过职业生涯探索与职业成熟度间接影响大学生职业决策困难。     

生涯决策中的优柔寡断

优柔寡断是跨领域地长期体验到决策困难的一般倾向, 对个人的职业生涯决策和发展的很多方面产生影响, 近年来成为职业生涯心理学中的研究热点。与优柔寡断相关的概念较多, 有必要探讨它们的中文翻译及其在生涯决策领域相关概念体系中的位置。在整理分析了优柔寡断的特点、理论解释、研究方法及相关研究后, 提出未来值得深入研究的方向是：优柔寡断的结构, 其在动态情境下对决策的影响, 其前因变量研究和纵向研究。     

高中生生涯学习经验问卷的编制及信效度检验

在文献分析基础上,以Holland（1997）职业理论和社会认知生涯理论为理论依据,结合国内高中生生涯活动的实际情况,编制了高中生生涯学习经验问卷。验证性因素分析结果表明,该问卷属于多维度因素结构,包含Holland六种生涯领域学习经验分问卷,每种分问卷包括成就表现、口头劝服、替代学习和积极情绪唤起等四个学习经验。信效度检验结果表明,该问卷多维构念合理,拟合良好,具备良好的内部一致性信度和构念效度。以中国个人球形职业兴趣量表简版中的生涯自我效能分量表为关联效标,发现在每种生涯领域下的生涯学习经验与生涯自我效能感都显著正相关,支持了量表的实证效度。该问卷可以作为我国高中生生涯学习经验的测量工具。     

生涯适应力和员工离职意向的关系：职业生涯成功的作用

为了探讨生涯适应力对员工离职意向的作用机制,通过分析193名企业员工的问卷,采用Bootstrap法进行中介和调节分析,并采用Johnson-Neyman 法对职业满意度的调节效应进行量化分析。结果表明：（1）生涯适应力通过感知到的组织内职业竞争力负向作用离职意向,通过感知到的组织外职业竞争力正向作用离职意向;（2）职业满意度（主观生涯适应力）调节生涯适应力对离职意向的直接和间接影响。当职业满意度达到中等及以上水平时,生涯适应力的增大会直接减少离职意向,但间接的通过感知到的组织外职业竞争力增加离职意向。因此,提高员工的生涯适应力和职业满意度只能在一定程度上减少离职意向。     

国外生涯适应力研究述评

生涯适应力是个体因应生涯角色变化并与之保持平衡的能力, 被视为个体在快速变化的现代社会中获得生涯成功的关键能力, 是国外近年来生涯心理学领域的一个新理论生长点。在综合国外相关研究的基础上, 从生涯适应力的缘起、概念内涵、理论建构及实证研究等方面对生涯适应力的研究进行了综述, 以便人们更深入地体会其丰富的理论内涵和实践价值; 最后, 该文指出未来生涯适应力的研究应继续注重理论建构的丰富和完善、注意概念的文化适应性、关注其在生涯咨询实践中的应用以及加强对有生涯困境群体的研究。     

生涯观的儒家文化本位思想研究

在中国思想史上,不乏关于生涯和生涯发展的论述。本文以中国儒家思想体系的人生哲学和伦理学为核心,详细阐述了儒家学说的生涯意义、生涯探索、生涯发展能力、生涯发展阶段与任务以及生涯规划历程,并指出了生涯观儒家文化本位思想研究的发展方向。     

未来工作自我清晰度对主动职业行为的影响——一个有调节的中介模型

基于主动性行为模型和生涯建构理论探讨未来工作自我清晰度对主动职业行为的影响机制。采用主动职业行为量表、未来工作自我清晰度量表、生涯适应力量表、同事支持量表对广深两地13所民营企业的195名员工进行调查分析。结果显示:(1)未来工作自我清晰度影响主动职业行为;(2)生涯适应力在其中起到部分中介作用;(3)同事支持在中介模型的前半路径起到调节作用。     

幼师生职业决策自我效能、学校适应与职业犹豫不决之间的关系

运用自编的职业决策自我效能量表,考察334名幼师生职业决策自我效能、学校适应与其职业犹豫不决的相关关系,结果发现职业决策自我效能对学校适应预测职业犹豫不决起到部分中介作用。进一步研究发现幼师生职业决策自我效能中的目标设定、自我概念和自我评价对其学校适应预测职业犹豫不决起部分中介作用,职业信息收集和学业成绩对此的中介效应不显著。     

青少年早期职业不确定性及其影响因素

本文首先总结了国外有关青少年早期职业不确定性的研究进展,包括职业不确定性的认知和情感成分、早期职业不确定性与有效求职行为之间的联系;其次,进一步分析了影响青少年早期职业不确定性的各种主要因素,如个性差异、职业兴趣、人口学变量、早期工作经验和家庭环境;最后,对未来有关早期职业不确定性的研究方向提出展望。     

高中生职业生涯困惑、自我同一性和亲子依恋之间的关系研究

对700名高中学生进行问卷调查,考察高中生职业生涯困惑、自我同一性地位和亲子依恋之间的关系。结果发现:(1)意识形态领域中的四类同一性地位和人际领域的弥散型地位对职业生涯困惑有直接影响。(2)母亲依恋中的沟通因子和父亲依恋中的三个因子对中学生职业生涯困惑有直接的影响。(3)亲子依恋中的母亲沟通、父亲沟通和父亲信任因子对中学生职业生涯困惑具有直接和间接的影响;母亲疏离因子和父亲疏离因子通过自我同一性地位间接地影响中学生职业生涯困惑。     

Applications of self-efficacy theory to the understanding and treatment of career indecision

The present study was designed to investigate the utility of Bandura's self-efficacy theory to the understanding and treatment of career indecision. More specifically, the study involved the development of a measure of self-efficacy expectations with regard to 50 tasks or behaviors required in career decision making and the examination of the relationships of career decision-making self-efficacy to several components of vocational indecision. A total of 346 subjects, 154 students attending a private liberal arts college and 193 students attending a large state university, were administered the measure of career decision-making self-efficacy expectations and the Career Decision Scale (Osipow, Carney, Winer, Yanico, & Koschier, Columbus, Ohio: Marathon Consulting and Press, 1980). In addition, Scholastic Aptitude Test verbal and math scores were obtained for the liberal arts students, and American College Test math and English subtest scores were obtained for the state university students. Results indicated first that college students in general express considerable confidence in their ability to complete the tasks necessary to make career decisions. In addition, however, the strength of students' career decision-making self-efficacy expectations was strongly and negatively related to overall levels of career indecision and was, in particular, related to the component of indecision described as a lack of structure and confidence with respect to career decisions. Relationships of career decision-making self-efficacy expectations to ability level were negligible. Based on the findings of this study it is suggested that the concept of career-related self-efficacy expectations provides a useful framework for the understanding, assessment, and treatment of at least some of the antecedents to vocational indecision.     

Validity of the decisional process inventory

Empirical research on career indecision has been criticized for lacking theoretical conceptualization. To address this problem we examined the validity of the decisional process inventory (DPI), a measure of career decision making derived from a model based in Gestalt psychotherapy theory. Undergraduate college students (91 women, 110 men) responded to the DPI and criterion measures of career indecision and vocational identity. Results supported hypothesized relations between and among DPI items and subscales, and the ability of the measure to differentiate individuals by expressed career choice status. Significant intercorrelations among DPI subscales and criterion measures supported the concurrent validity of the DPI. Confirmatory maximum likelihood factor analysis of the DPI items did not support the hypothesized structure of the DPI to measure three career decision-making process dimensions: readiness, action, and resistance. Although results supported the basic psychometric properties of the DPI as a brief measure of career decision making, additional research is needed to clarify the underlying factor structure of the instrument.     

The effect of a career adaptability psycho-educational programme on coping with career indecision and career adaptability: A pilot study

This study aimed to examine the effects of a career construction theory-oriented Career Adaptability Psycho-educational Programme on career adaptability and coping with career indecision in Turkish high school students. Twenty-six participants took part in the experimental design. A split-plot (mixed) design of 2 × 3 (experimental/control groups X pretest/posttest/follow-up test) was used. It was found that the Career Adaptability Psycho-educational Programme has a significant effect on coping with career indecision and career adaptability; the same effect was found for the follow-up measures completed 4 months later.     

The relationship of ethnic identity, career decision-making self-efficacy and outcome expectations among Latino/a high school students

This study explored the relation of ethnic identity to two determinants of career interests identified by social-cognitive career theory (SCCT): self-efficacy and outcome expectations. For a sample of 128 Latino/a ninth graders, the results indicated that ethnic identity had a direct and positive relationship to career decision-making self-efficacy, while its association with career planning outcome expectations was mediated by self-efficacy. These results offer support for consideration of the role of ethnic identity in self-exploration and vocational guidance with Latino/a adolescents. Limitations, implications for counseling, and suggestions for future research are discussed.     

The role of vocational identity development and motivational beliefs in undergraduates’ student engagement

The present study examined the role of vocational identity processes and motivational beliefs among 216 undergraduates’ level of student engagement (affective, behavioural and cognitive). Through regression analysis, in-depth career exploration was found to be positively related to the student engagement variables, while career self-doubt emerged as a negative predictor. Identification with commitment was also found to be positively associated with students’ affective and cognitive engagement, but not behavioural engagement. Furthermore, students’ perceived value in academic activities played a critical role in mediating these relationships. Despite the significant associations, other vocational identity processes (in-breadth career exploration, commitment making and career flexibility) and motivational beliefs (competence beliefs and perceived cost) failed to act as predictors and mediators, respectively, as hypothesised. Nonetheless, the current findings demonstrate the importance of vocational identity development in undergraduate students’ learning, and suggest a need for more identity interventions or career counselling services in college and pre-university contexts.