【作者】 解鹏；

【导师】 李健宁；

【作者基本信息】 苏州大学 ， 高等教育学， 2007， 硕士

【摘要】 本研究在全面系统地总结前人研究成果的基础上,采用问卷法对苏州市3所高职院校12个专业的780名高职生进行了调查研究,检验了金盛华等编制的“大学生职业价值观问卷”对苏州市高职生的适用性,分析了高职生职业价值观的总体特征,讨论了背景因素对高职生职业价值观的影响情况,探索了高职生职业价值观对职业定向学习行为的激励作用,分析了高职生职业选择与职业价值观的关系,最后进行了深入的讨论,提出了有益的启示、教育建议并指出了研究的不足。结果表明:一、金盛华等编制的“大学生职业价值观问卷”具有稳定的项目和维度,较高的信度和效度,对高职生适用性良好。二、高职生在评价和选择职业时,对目的性职业价值观各维度的重视程度排序是:成就实现＞家庭维护＞社会促进＞地位追求,对手段性职业价值观各维度的的重视程度排序是:职业前景＞规范道德＞兴趣性格＞福利待遇＞轻松稳定＞薪酬声望。高职生对目的性职业价值观的平均重视程度显著高于手段性职业价值观。三、具有不同个人背景和家庭背景的高职生对职业价值观各维度的重视程度排序总体上是相当一致的,但是对职业价值观个别维度重视程度存在显著差异。女高职生比男高职生更加重视规范道德和手段性职业价值观总体;高职生年级越高越不重视兴趣性格、薪酬声望、职业前景、福利待遇和手段性职业价值观总体;文科生比理科生更加重视兴趣性格、规范道德、职业前景和手段性职业价值观总体;来自城市的高职生比来自农村的高职生更加重视轻松稳定;北方的高职生比南方的高职生更加重视成就实现、目的性职业价值观总体和福利待遇;高职生的家庭经济水平越高越重视轻松稳定:父亲学历越高的高职生越重视轻松稳定、薪酬声望;母亲学历越高的高职生越重视轻松稳定,而越不重视成就实现。四、高职生职业价值观的绝大部分维度与学习自主性之间存在显著正相关。从总体上看,目的性职业价值观与学习自主性的相关程度普遍高于手段性职业价值观与学习自主性的相关程度。成就实现、社会促进、薪酬声望3个维度与学习自主性之间存在显著线性关系,对自主学习具有一定的正面激励作用。五、高职生在选择具体职业时最期望的工作性质依次是外资企业、机关事业单位、国有企业、私营企业、个体工商户、集体企业、农民,最期望的工作所属行业依次是商业服务业、政府机关、科教文卫、工业、金融保险、建筑房产、农林牧副渔、邮电通讯、能源交通、军队。高职生的择业自主性较高,而择业信心不高。六、具有不同职业选择特点的高职生对职业价值观各维度的重视程度排序总体上是比较一致的,但是高职生职业价值观的个别维度在职业选择的诸方面体现出显著差异。选择外资企业和机关事业单位的高职生比选择国有企业的高职生更加重视地位追求,选择外资企业的高职生比选择国有企业的高职生更加重视目的性职业价值观总体;选择政府机关和科教文卫的高职生比选择商业服务业的高职生更加重视轻松稳定,选择政府机关的高职生比选择工业的高职生更加重视薪酬声望;择业意见来源选择自己的高职生比选择父母的高职生更加重视成就实现;高职生的择业信心越高越重视地位追求、成就实现、社会促进、目的性职业价值观总体和薪酬声望。七、高职生的职业价值观具有比较高的同质性和稳定性,其主流是积极健康的,但是也存在个别消极因素,需要有针对性地进行教育和引导。更多还原

【Abstract】 On the basis of a complete and systematic summarization of the former achievements of others, the author conducted a research on 780 students studying in 12 different majors from three different technical schools in Suzhou city. It checked the adaptability of the Questionnaire of College students’ Work Values made by Jin Shenghua to technical school students; it analyzed the general characteristics of the work values of technical school students; it discussed how factor like background effected the work values of technical school students; it probed into the motivation of the work values of technical school students on job oriented study; it analyzed the relationship between work choosing and work values of technical school students. After a further discussion, the author put forward helpful revelation and educational suggestion as well as the deficiency of the study. The result showed that:(1) The Questionnaire of College students’ Work Values made by Jin Shenghua had stable items and dimensions, comparatively high reliability and validity. It well adapted to technical school students.(2) When technical school students evaluated and chose their jobs, the order of the importance of different dimensions of work values of purpose was: achievements > supporting of family > social promotion > pursuit of position, and the order of the importance of different dimensions of work values of means was: career prospects > morality and ethics > interests and characters > welfare > ease and stability > salary and reputation. Technical school students valued more on work values of purpose than on work values of means.(3) Generally speaking the orders of importance paid by students with different personal and family backgrounds were quite the same, but for certain dimension it was not. Girl students valued morality and ethics and work values of means as a whole much more than boy students. The higher the grade of the students was, the less they valued interests and character, salary and reputation, career prospects, welfare and work values of means as a whole. Students learning arts valued interests and character, morality and ethics, career prospects and work values of means as a whole than students learning science. Students from cities thought ease and stability more important than students from rural areas. Students from the north valued achievements, welfare and work values of purpose as a whole. The better the economic condition of the student was, the more they valued ease and stability. The higher the education of the father was, the more the students valued ease and stability, salary and reputation. The higher the education of the mother was, the more the students valued ease and stability, and the less they valued achievements.(4) Most of the dimensions of the work values of the technical school students had a positive relationship with self-regulated learning capacities. Generally work values of purpose had a closer relationship with self-regulated learning capacities than work values of means. Achievements, social promotion and salary and reputation had a linear relationship with self-regulated learning capacities.(5) When choosing a job, the order of the jobs the technical school students expected was foreign capital enterprises, governmental units, state-owned enterprises, private enterprises, self-running business, collective enterprises and peasants. The industries the students mostly expected were business and service industry, governmental units, scientific, educational, and cultural and heath units, industry, insurance, construction, agriculture, forestry, stock raising, sideline, fishery, post and communication, energy resource, transportation and joining the army. They are independent in choosing jobs but of low confidence.(6) The orders of the importance of different dimensions that the technical school students valued were generally uniform, but there were still differences in different dimensions of work values. Students choosing foreign capital enterprises and governmental units valued position pursuit more than students choosing state-owned enterprises. Students choosing foreign capital enterprises valued work values of purpose as a whole than students choosing state-owned enterprises. Students choosing governmental units, scientific and educational industry valued ease and stability more than students choosing business and service industry. Students choosing governmental units valued salary and reputation more than students choosing industry. Students choosing jobs by themselves valued achievements more than students choosing jobs according parents’ opinions. The more confident the students were, the more they valued position pursuit, achievements, social promotion, salary and reputation and work values of purpose as a whole.(7) The work values of technical school students had comparatively high homogeneity and stability. The mainstream of their work values was healthy. But there were still negative factors which needed instructing and guiding.更多还原