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

doi:10.16187/j.cnki.issn1001-4918.2015.04.08

摘要/Abstract

摘要： 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。

关键词: 大学生, 主动性人格, 职业决策自我效能感, 职业生涯探索

Abstract: Career exploration is one of the most important tasks of college students. It has been referred to as a negotiating process, which sustains between self and environment exploration, in order to attain career goals. Career exploration during college could enhance the career achievement and job satisfaction after work, which is meaningful for each individual. This study explored the effects of college students' proactive personality on their career exploration, and the moderate role of the career decision making self efficacy. Based on questionnaire method, 305 college students from one comprehensive university were used as participants to explore the relationship of proactive personality, career decision-making self-efficacy and career exploration. The results: (1) proactive personality had significantly positive correlations with career decision-making self-efficacy and career exploration. (2) The result also demonstrated that proactive personality significantly predicted career exploration positively. (3) Career decision-making self-efficacy, especially, self-evaluation, plan-making, information collection and goal-selection, served as mediator in the relations between proactive personality and career exploration.

Key words: college students, proactive personality, career decision-making self-efficacy, career exploration

中图分类号:

B844

曲可佳, 鞠瑞华, 张清清. 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[J]. 心理发展与教育, 2015, 31(4): 445-450.

QU Kejia, JU Ruihua, ZHANG Qingqing. The Relationships among Proactive Personality, Career Decision-making Self-efficacy and Career Exploration in College Students[J]. Psychological Development and Education, 2015, 31(4): 445-450.

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