社会认知职业理论下的大学生职业期望——基于一项追踪调查的分析  

College Students' Career Expectations from the Perspective of Social Cognitive Career Theory

作　　者：陈凌 袁玉芝 许智文 Chen Ling;Yuan Yuzhi;Xu Zhiwen

机构地区：[1]厦门大学经济学院,福建厦门361005 [2]中国人民大学教育学院,北京100875 [3]厦门工学院政务处,福建厦门361022

出　　处：《江苏高教》2025年第3期65-71,共7页Jiangsu Higher Education

基　　金：甘肃省学生资助管理中心和国家开发银行甘肃省分行资助项目“贫困家庭背景对学生心理发展的影响”(240200170)。

摘　　要：大学生职业期望对求职行为有明确的引导作用,并影响其职业获得。基于社会认知职业理论,构建大学生职业期望的影响因素模型,运用OLS多元回归、Shapley值分解,探讨个人因素与环境因素对大学生职业期望的影响效应。结果表明,2020-2022年,大学生就业意愿增强,公务员偏好高涨,职业期望整体水平下降;大学生职业期望是个人与环境因素相互作用的结果,其中个人因素是影响大学生职业期望的核心解释要素,未来时间洞察力和未来职业认知清晰度、同伴效应是解释大学生职业期望水平差异的主要指标。因此建议:个人应加强人力资本及心理资本积累,树立合理职业期望;高校需重视环境因素影响,多渠道帮助在校生形成多元、开放的职业观念;国家应将职业生涯教育提前到高中或更早的教育阶段;促进社会职业价值观的多样化,避免单一职业价值取向。College students' career expectations guide their job-seeking behaviors and affect their career acquisition. Based on Social Cognitive Career Theory, we constructed a model of factors that influence college students' career expectations. OLS multiple regression and Shapley's decomposition were applied to reveal the effects of personal factors and environmental factors on college students' career expectations. The study found that both personal factors and environmental factors significantly affect students' career expectations. Personal factors are the core explanatory elements of college students' career expectations. Future time perspective, future career cognitive and peer expectations are the main indicators. The study suggests that college students should enhance the accumulation of human capital and psychological capital, set up reasonable career expectations;universities should pay attention to the influence of environmental factors and help students form diversified occupational values by various means. Career education should be started as early as high school or earlier stage;Diversification of socio-occupational values should be promoted to avoid a single occupational value orientation.

关 键 词：大学生职业期望 社会认知职业理论 未来时间洞察力 同伴效应 

分 类 号：G647[文化科学—高等教育学]