大学生职业成熟度的课程干预研究  

The effect of Curricular Intervention on Career Maturity of Undergraduates

作　　者：谢员[1] 龙立荣[2] 

机构地区：[1]华中师范大学心理学院,武汉430079 [2]华中科技大学管理学院,武汉430074

出　　处：《心理发展与教育》2007年第3期103-106,共4页Psychological Development and Education

基　　金：国家自然科学基金(70171046);国家留学人员科研启动基金(教外司[2005]383号)资助

摘　　要：为探索课程干预对提高大学生职业成熟度的效果,对120名大学生进行了10次共25小时的辅导,使用择业自我效能感(CDMSE)和职业选择态度(VDI)问卷对实验组和对照组实施了前后测量。结果表明:(1)课程干预后,实验组被试的择业自我效能感和择业态度有显著性提高。对照组被试的前后测没有显著性差异;(2)使用协方差分析控制前测影响后,实验组被试的择业自我效能感和择业态度显著高于对照组;(3)课程干预能够有效提高大学生的职业成熟度。Career maturity describes the degree to which individuals reach the career developmental goals. The purpose of this study is to evaluate the effects of a curricular intervention on career maturity of 120 undergraduates who took the ＂vocational guidance＂ course. The 25 hours-intervention lasted 6 weeks. Subjects of experimental group and control group were asked to fill in the questionnaire of Career Decision-making Self-efficacy （CDMSE） and Inventory of Vocational Development （VDI） in pre-and post-test. The results of covariance analysis showed that significant differences of CDMSE and VDI were found between the experimental group and the control group. Subjects of the experimental group were more confident to take an active part in career decision-making.

关 键 词：职业成熟度 课程干预 大学生 

分 类 号：B844.2[哲学宗教—发展与教育心理学]