目前,国家大力支持职业教育的转型和发展,但社会对职业教育的认知存在偏差、不全面,传统刻板印象仍然存在。为促进民族地区职业教育的良好发展,提升中职学生职业教育认同感,本研究是站在中职学生这个直接利益相关者的视角,基于民族地区...目前,国家大力支持职业教育的转型和发展,但社会对职业教育的认知存在偏差、不全面,传统刻板印象仍然存在。为促进民族地区职业教育的良好发展,提升中职学生职业教育认同感,本研究是站在中职学生这个直接利益相关者的视角,基于民族地区的职业中学为例,根据人类心理活动的步骤及实施过程将职业教育认同划分为职业教育认知、情感和行为三大认同维度调查,通过实地调查法、问卷和访谈法等方式调查民族地区中职学生的职业教育认同情况。结果发现民族地区职业教育认同现状不容乐观,职业教育仍未被社会广泛认可以及来自学生家庭错误的职业教育观念下中职学生对职业教育的认同感普遍偏低等问题。最后针对问题从学生个人、家庭、学校、社会等四个方面提出相应的解决对策。At present, the state vigorously supports the transformation and development of vocational education, but there are deviations and incompleteness in society’s understanding of vocational education, and traditional stereotypes still exist. In order to promote the good development of vocational education in ethnic minority areas and enhance the sense of vocational education identity of secondary vocational students, this study is based on the perspective of secondary vocational students, a direct stakeholder, based on vocational middle school in ethnic minority areas as an example, according to the steps and implementation process of human psychological activities, the vocational education identity is divided into three identity dimensions of vocational education: cognition, emotion and behavior, and the vocational education identity of secondary vocational students in ethnic areas is investigated through field survey, questionnaire and interview. The results show that the current situation of vocational education identity in ethnic minority areas is not optimistic, vocational education is still not widely recognized by society, and the identity of secondary vocational students with vocational education is generally low due to the wrong concept of vocational education from students’ families. Finally, the corresponding solutions to the problems are put forward from four aspects: students’ individuality, families, schools, and society.展开更多
目的:为探讨父母自主支持对大学生生涯适应力的影响及其内在机制。方法:本研究采用整群取样法,使用父母自主支持量表、生命意义感量表、生涯适应力量表和自编人口学问卷对679名大学生进行了测量。结果:1) 父母自主支持、生命意义感、生...目的:为探讨父母自主支持对大学生生涯适应力的影响及其内在机制。方法:本研究采用整群取样法,使用父母自主支持量表、生命意义感量表、生涯适应力量表和自编人口学问卷对679名大学生进行了测量。结果:1) 父母自主支持、生命意义感、生涯适应力分别呈两两正相关;2) 生命意义感在父母自主支持与大学生生涯适应力之间起部分中介作用,中介效应占总效应的64%。结论:这项研究丰富了大学生生涯适应力的相关研究,并为高校开展大学生心理健康教育提供两个启示:从家庭角度出发,给予自主支持可以提升大学生生涯适应力;从学校心理健康教育出发,开展生命意义主题的相关活动可以提升大学生生涯适应力。Objective: To explore the effects of parental autonomy support on college students’ career adaptability and its underlying mechanisms. Methods: In this study, 679 college students were measured using the Parental Autonomy Support Scale, the Sense of Meaning in Life Scale, the Career adaptability Scale, and a self-administered demographic questionnaire using the Zheng Cluster Sampling Method. Results: 1) Parental autonomy support, sense of meaning in life, and career adaptability were positively correlated two by two, respectively;2) Sense of meaning in life partially mediated the relationship between parental autonomy support and college students’ career adaptability, and the mediating effect accounted for 64% of the total effect. Conclusion: This study enriches the research on college students’ career adaptability and provides two insights for universities to carry out college students’ mental health education: from the perspective of family, giving autonomy support can enhance college students’ career adaptability;from the perspective of school mental health education, carrying out activities related to the theme of the meaning of life can enhance college students’ career adaptability.展开更多
文摘目前,国家大力支持职业教育的转型和发展,但社会对职业教育的认知存在偏差、不全面,传统刻板印象仍然存在。为促进民族地区职业教育的良好发展,提升中职学生职业教育认同感,本研究是站在中职学生这个直接利益相关者的视角,基于民族地区的职业中学为例,根据人类心理活动的步骤及实施过程将职业教育认同划分为职业教育认知、情感和行为三大认同维度调查,通过实地调查法、问卷和访谈法等方式调查民族地区中职学生的职业教育认同情况。结果发现民族地区职业教育认同现状不容乐观,职业教育仍未被社会广泛认可以及来自学生家庭错误的职业教育观念下中职学生对职业教育的认同感普遍偏低等问题。最后针对问题从学生个人、家庭、学校、社会等四个方面提出相应的解决对策。At present, the state vigorously supports the transformation and development of vocational education, but there are deviations and incompleteness in society’s understanding of vocational education, and traditional stereotypes still exist. In order to promote the good development of vocational education in ethnic minority areas and enhance the sense of vocational education identity of secondary vocational students, this study is based on the perspective of secondary vocational students, a direct stakeholder, based on vocational middle school in ethnic minority areas as an example, according to the steps and implementation process of human psychological activities, the vocational education identity is divided into three identity dimensions of vocational education: cognition, emotion and behavior, and the vocational education identity of secondary vocational students in ethnic areas is investigated through field survey, questionnaire and interview. The results show that the current situation of vocational education identity in ethnic minority areas is not optimistic, vocational education is still not widely recognized by society, and the identity of secondary vocational students with vocational education is generally low due to the wrong concept of vocational education from students’ families. Finally, the corresponding solutions to the problems are put forward from four aspects: students’ individuality, families, schools, and society.
文摘目的:为探讨父母自主支持对大学生生涯适应力的影响及其内在机制。方法:本研究采用整群取样法,使用父母自主支持量表、生命意义感量表、生涯适应力量表和自编人口学问卷对679名大学生进行了测量。结果:1) 父母自主支持、生命意义感、生涯适应力分别呈两两正相关;2) 生命意义感在父母自主支持与大学生生涯适应力之间起部分中介作用,中介效应占总效应的64%。结论:这项研究丰富了大学生生涯适应力的相关研究,并为高校开展大学生心理健康教育提供两个启示:从家庭角度出发,给予自主支持可以提升大学生生涯适应力;从学校心理健康教育出发,开展生命意义主题的相关活动可以提升大学生生涯适应力。Objective: To explore the effects of parental autonomy support on college students’ career adaptability and its underlying mechanisms. Methods: In this study, 679 college students were measured using the Parental Autonomy Support Scale, the Sense of Meaning in Life Scale, the Career adaptability Scale, and a self-administered demographic questionnaire using the Zheng Cluster Sampling Method. Results: 1) Parental autonomy support, sense of meaning in life, and career adaptability were positively correlated two by two, respectively;2) Sense of meaning in life partially mediated the relationship between parental autonomy support and college students’ career adaptability, and the mediating effect accounted for 64% of the total effect. Conclusion: This study enriches the research on college students’ career adaptability and provides two insights for universities to carry out college students’ mental health education: from the perspective of family, giving autonomy support can enhance college students’ career adaptability;from the perspective of school mental health education, carrying out activities related to the theme of the meaning of life can enhance college students’ career adaptability.
