团体辅导对改善大学生学业拖延的影响研究

目的:探讨团体辅导对降低学业拖延,提升学业自我效能感的影响效果。方法对10名大学生进行6次团体心理辅导,采用学业拖延量表和学业自我效能问卷进行前后测,并对团体成员填写自编的自我评估表。结果经过团体辅导后,实验组与对照组在学业拖延和学业自我效能感上存在非常显著的差异(P0.001),实验组在前后测上也存在非常显著的差异(P0.001),但对照组在前后测上均没有显著差异。结论团体辅导能够有效提升大学生的学业自我效能感,减少学业拖延行为的产生。     

团体辅导提升大学生自我同一性的应用研究

目的:本研究旨在研究团体辅导对提高大学生自我同一性的干预效果。方法:采取团体辅导的方法对大连理工大学的30名大学生进行干预,采用实验组与对照组前后测研究的实验设计,使用自我同一性地位量表和青少年同一性危机量表进行测试,采用独立样本t检验,统计被试训练前后各项目、总分得分差异。结果:团体辅导后,实验组被试干预后自我同一性地位均在不同程度上发生改变,多于63%的成员的同一性定位呈现了提升趋势,自我同一性危机的七个维度,经深入研究,团体辅导对时间透视、自我意识、角色尝试、自我确信及了解、价值定向五个维度能产生显著的积极影响;对照组心理健康状态前后测没有显著差异。结论:团体辅导能够有效地提高大学生自我同一性水平。     

主动性人格与大学生职业成熟度的关系:一个有调节的中介模型

为考察主动性人格、职业决策自我效能感、就业压力和职业成熟度之间的关系,采用主动性人格量表、职业成熟度量表等对713名大学生进行调查。结果显示：（1）职业决策自我效能感在主动性人格与职业成熟度之间起部分中介作用,主动性人格既能直接预测职业成熟度,也通过职业决策自我效能感间接预测职业成熟度;（2）职业决策自我效能感的中介作用受到就业压力的调节,就业压力调节了职业决策自我效能感与大学生职业成熟度之间的关系。     

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。     

团体辅导对大学生心理健康和自尊的影响研究

目的:本研究旨在研究团体辅导对提高大学生心理健康和自尊水平的干预效果。方法:采取团体辅导的方法对大连理工大学的35名大学生进行干预,采用实验组与对照组前后测研究的实验设计,使用90项症状自评量表和罗森博格自尊量表进行测试,采用独立样本t检验,统计被试训练前后心理自评各项目、总分和自尊水平的得分差异。结果:团体辅导后,实验组被试的前后测差异显著,强迫和敌对水平明显降低,心理健康总体水平显著提高,自尊水平显著提高;对照组心理健康状态前后测没有显著差异。结论:团体辅导能够有效地改善大学生心理健康状况,提高大学生的自尊水平。     

大学生主动性人格、职业决策自我效能感与职业生涯探索的关系

该研究以一所综合类大学的305名大学生为被试, 采用问卷法考察了大学生主动性人格、职业决策自我效能感与职业生涯探索的关系。结果表明:(1)大学生的主动性人格与职业决策自我效能感、职业生涯探索的各维度呈显著正相关;(2)大学生的主动性人格显著正向预测其职业生涯探索;(3)职业决策自我效能感在主动性人格对职业生涯探索的影响中起中介作用。其中, 自我评价、制定计划在主动性人格与环境探索的关系间起完全中介作用;自我评价、收集信息和选择目标在主动性人格与自我探索的关系间起完全中介作用;自我评价和收集信息在主动性人格与目的探索的关系间起部分中介作用;自我评价和制定计划在主动性人格与信息探索的关系间起部分中介的作用。     

幼师生职业决策自我效能感问卷的初步编制

以344名幼儿师范学校的学生为被试,检验了自编《幼师生职业决策自我效能感问卷》的信效度,同时考察了幼师生职业决策自我效能感的特点。结果显示:(1)《幼师生职业决策自我效能感问卷》具有良好的结构效度和效标效度;(2)对幼师生职业决策自我效能感的方差分析发现,生源地与年级的主效应不显著;(3)喜欢幼师专业与否的主效应显著,平均数比较发现,喜欢幼师专业的学生在职业决策自我效能感及其五个维度上的得分都显著地高于不喜欢幼师专业的学生;(4)生源地与年级、生源地与对幼师专业的兴趣以及年级与对幼师专业的兴趣的交互作用均不显著。     

大学生择业价值取向调查问卷的编制及初步研究

通过对影响大学生职业决策因素的基线调查,编制大学生择业价值取向调查问卷,进而分析影响大学生职业选择的因素及大学生择业观。结果表明(1)影响大学生职业决策的因素依次为工资福利、自我价值的实现、专业及个人兴趣、工作环境、社会需要、工作稳定性、生活环境等;(2)量表具有较高的信度和效度;(3)大学生择业价值观具有社会取向和个人取向两个维度,而且大学生更倾向于个人取向;(4)不同性别大学生择业价值观并不存在显著性差异,但对择业标准的认识上可能不同。     

论大学生的择业效能的培养

自我效能感是近几年来心理学研究的热点问题。大学毕业生要有良好的择业意识,如何理性提高大学生的择业效能感,成为求职心理准备和求职实务准备的首要问题。本文提出了当前大学生择业中的几种心理干预策略,为职业指导提供了新的理论视角。     

未来时间洞察力与大学生职业决策自我效能感的关系:领悟社会支持与自尊的链式中介

为考察未来时间洞察力对大学生职业决策自我效能感的影响及其作用机制,本研究采用未来时间洞察力量表、领悟社会支持量表、自尊量表和职业决策自我效能感量表,对756名高校学生进行调查。结果表明:(1)未来时间洞察力、领悟社会支持、自尊、职业决策自我效能感两两之间存在显著正相关;(2)社会支持和自尊在未来时间洞察力与职业决策自我效能感之间起显著的中介作用。具体为三条中介路径:一是社会支持的单独中介作用; 二是自尊的单独中介作用; 三是社会支持和自尊的链式中介作用。研究揭示了未来时间洞察力与大学生职业决策自我效能感的关系及其作用机制,拓展了大学生职业决策自我效能感的影响因素,对大学生的职业指导具有一定的现实意义。     

Effects of short-term counseling on Career Maturity of tenth-grade students

The effectiveness of short-term counseling on Career Maturity of tenth-grade students as measured by the Career Maturity Inventory was studied. The Career Maturity Attitude Scale and the Self Appraisal subscale of the Competence Test were administered to a random sample (87 subjects) of tenth-grade students. The subjects whose scores fell below the mean were assigned randomly to experimental and control groups. The experimental group (17 subjects) received special counseling during a short term of 6 wk. Using repeated measures of analysis of variance, a statistically significant interaction was found with both the Self Appraisal subscale scores and the Total scale scores. Results indicate that career maturity as a developmental process can be measured and facilitated through counseling.     

The effect of career education on career maturity

According to Hoyt (1974), career education efforts are underway in almost one-third of all school districts in the United States. Indications are that this trend will continue. However, the question of the effects of career education programs remains essentially unanswered. This study was designed to assess the effects of a career education program on students' career maturity as measured by the Career Maturity Inventory (CMI). A pretest/ posttest design was used. The sample consisted of 480 sixth and eighth grade students, one-half of whom participated in a career education program (experimental), with the remaining one-half in a regular school program (control). The career education students consistently displayed higher posttest career maturity levels, four scores being significantly higher. Significant differences were found in occupational knowledge of sixth graders, occupational planning for both the sixth and eighth graders and in the attitude scale score for the eighth graders. It was concluded that the career education program had a positive effect in increasing students' levels of career maturity.     

Effects of educational and career exploration system on vocational maturity

An experimental group of 792 tenth graders spent from 1 to 17 hr (average 3 hr) on ECES, a computer-based educational and occupational exploration system.Gains on a test of vocational maturity administered at the beginning and end of the school year were compared with a control group of 1453 tenth graders, matched on relevant variables. ECES users showed larger gains than nonusers in (1) degree of planfulness and (2) knowledge and use of resources for career exploration, as measured by the Career Development Inventory, not in information about education, occupations and career decision making. Gains were related to amount of time spent on ECES but male-female differences were not exhibited.     

An investigation of intelligence,self-concept,socioeconomic status,race, and sex as predictors of career maturity

A multiple regression procedure was used to develop a further understanding of the relationship of self-concept (SC), intelligence (IQ), socioeconomic status (SES), and race, and sex to career maturity as measured by the Career Maturity Inventory (CMI). Subjects included in the study were 266 twelfth-graders [46 black males (BM), 50 black females (BF), 92 white males (WM), and 78 white females (WF)]. The results suggested that when predicting career maturity as measured by the CMI, a separate equation utilizing different predictors, depending on race and sex of subjects should be considered. Results further indicated that socio-economic status and self-concept seem to have a differential effect upon career maturity.     

Effects of three methods of career counselling on vocational maturity and vocational preference

Three types of career counselling — Individual Career Counselling, the Vocational Exploration Group, and the Future Group — were compared to a placebo group and a no-treatment control group. All groups were evaluated in terms of changes in pre- and post-test scores on the Attitude scale of Crites' Career Maturity Inventory and on the ten scales of the Kuder Preference Record. The study showed the Future Group as compared to the no-treatment control to have a significant increase on the Musical Preference scale. The Future Group also had a significant increase on the Literary Preference scale as compared to the no-treatment control and individual counselling groups. The Future Group participants significantly increased in career maturity compared to participants from the no-treatment control and individual career counselling groups. The implications for career counselling as well as for additional research investigations are discussed.     

The relationship between Career Choice Attitudes and Career Choice Competencies of ninth-grade pupils

This paper presents the results of a study designed to determine whether or not Career Choice Attitudes and Career Choice Competencies are interrelated as hypothesized in the Crites' (1965, 1973a) model of career maturity. To test hypotheses derived from the Crites model, the Career Maturity Inventory was administered to 270 ninth-grade pupils. The Attitude Scale and Competence Test subscales and total score were intercorrelated. The resulting correlations appear to be mostly consistent with the model of career maturity, although the Career Choice Attitudes and Career Choice Competencies dimensions were found to be more highly correlated with each other than was hypothesized.     

The effectiveness of a computerized guidance system in promoting career decision making

The effectiveness of CHOICES in improving the career decision making of university students through the utilization of the two instruments, (a) the Career Decision Scale and (b) the Occupational Scale of the Assessment of Career Decision Making, is examined. This experimental research involved 136 university students who were assigned to either an experimental or control group. Results indicated that CHOICES improved career decision making as measured by both instruments. No differences were found between its effectiveness with males and females.     

The effects of didactic classroom instruction versus field exposure on career maturity

This study tested two types of career training (field exposure and didactic classroom) to determine which is more effective in bringing about the development of career maturity. Forty-six first-year Upward Bound students were assigned to either a field exposure or a didactic group by the use of a stratified random assignment technique. A pretest/post-test design was utilized with the Career Maturity Inventory as the data-collecting instrument. The data were analyzed by analysis of covariance. The results of the study indicate that field exposure career training is an effective method to increase career maturity.     

The validity of the Crites model of career maturity

To test the validity of the Crites model of career maturity, career maturity and noncareer maturity measures were administered to 312 ninth graders and to 200 technical college students. Scores on all measures were intercorrelated and factor analyzed. The results show that, as predicted, most of the Career Choice Competencies have more in common with each other than they have with Career Choice Attitudes; Career Choice Competencies are fairly highly positively related to each other; Career Choice Attitudes and Career Choice Competencies have more in common with each other in grade 9 than they do in the post-secondary grades; and there is a relationship between career maturity and sex and race of ninth graders and technical college students. The results do not support the hypothesized multidimensional structure of the Crites model or the hypothesis that variables in the Crites model have more in common with each other than they have with noncareer maturity variables. Discussion includes several possible explanations for failure to support the Crites model, and suggestions for further research.