社会认知职业理论对职业发展课程的启示  

Enlightenments of Social Cognitive Career Theory on Career Development Courses

作　　者：刘艳杰[1] 姚莹颖[2] 

机构地区：[1]厦门大学教育研究院,福建厦门361005 [2]厦门大学学生工作处,福建厦门361005

出　　处：《高教发展与评估》2015年第1期91-97,102,共7页Higher Education Development and Evaluation

基　　金：厦门大学文科横向科研项目-高中生涯发展指导(HX2013014);厦门大学2013年学生工作研究课题"高校就业指导与生涯教育现状调查及其对大学生职业决策的影响研究-基于SCCT理论"(2013XNZD005)

摘　　要：近年来,中国高校的生涯教育逐渐从单纯的就业指导转变为职业生涯规划。随着职业理论的发展和引入,职业教学课程的指导理论不完善之处逐渐凸显。社会认知职业理论关注个体的主观能动性及其生涯发展过程中的动态变化过程,突破了原有理论的弊端。本研究介绍社会认知职业理论的基本内容及其三个主要模型,从兴趣培养、自我效能的提高、生涯社会支持和个人背景四个角度提出对生涯教育的切实可行的建议。In recent years,career education in China's Mainland is gradually shifting from simple employment guidance to career planning.With the introduction and development of modern career theories,the weakness of previous theories is increasingly prominent.Social cognitive career theory focuses on individuals' personal agency and the dynamic process of their career development,which addresses the emerging weakness of previous theories.This paper introduces the basic contents of social cognitive career theory and its three primary models,and offers practical suggestions for career education from four perspectives including interest facilitation,self-efficacy improvement,career social support and personal background.

关 键 词：职业发展课程 社会认知职业理论 大学生就业 

分 类 号：G647.38[文化科学—高等教育学]