【作者基本信息】 东北师范大学， 基础心理学， 2018， 博士
【Abstract】 Focusing on the formation process of high school students’ career interests and exploring its formation mechanism are still needed to be carried out in China.Social cognitive career theory(SCCT)explains how career variables promote career interests develop through modeling,used as the theoretical foundation of the formation mechanism of high school students’ career interests,which attaches importance to the formation process of career interests.Research on career interests in SCCT in existence is hard to explain the internal mechanism of career variables impact on career interests,lacking the role of career learning experiences.It is indicated that research on career learning experiences is the foundation of the research on the formation mechanism of career interests.However,researches on career learning experiences and the formation mechanism of high school students in our country are still lacking.Based on the previous studies,the present study developed the measurement of the career learning experiences of high school students in China,examined the theoretical relationships between career learning experiences and other career variables in SCCT,and constructed SCCT career interests model with career learning experiences as the core.Divided into four studies:Study one: This study developed the questionnaire of career learning experiences for Chinese high school students,which can be used to construct the model of career interests.Then we investigated the status of high school students’ career learning experiences in our country,taking Changchun as an example.Study two: This study examined the relationship between career learning experiences and person-contexts factors,which is an important part of the career interests model.Study three: This study examined the relationship among career learning experiences,self-efficacy and outcome expectations,which is also an important part of the career interests model.Study four: Based on Study two and Study three,this study constructed career interests model of high school students,including the relationships among career learning experiences,other career variables and interests.In addition,Lent,Brown,Nota and Soresi(2003)noted that Holland’s theory is fit for being applied to the research on SCCT,avoiding the limitations of findings in single vocational field.Therefore,all studies were done in each of Holland’s RIASEC themes.The results as followed:(1)The questionnaire of career learning experiences for high school students is a multidimensional questionnaire,which supports Holland’s RIASEC theory and four dimensional learning experiences in SCCT.As an effective measurement tool for career learning experiences,the questionnaire can be applied in high school students’ career interests modeling researches.(2)The impact of proactive personality on different career learning experiences is the most significant and the same effect from gender is slightly weaker,and the above findings are consistent across the career areas.Comparatively,the influence of parents’ educational background on different career learning experiences is only in some career areas.The higher level of parents’ education is beneficial to the growth of students’ career learning experiences.(3)Career learning experiences significantly influence career self-efficacy.The effect of performance accomplishments is the largest,and is consistent in different career areas and different genders,but the present level of performance accomplishments is the lowest.Meanwhile,vicarious learning has the lowest impact,and only reflects in individual area,but its level is the highest.Besides of performance accomplishments,there are occupational and gender differences in the impact of the other three career learning experiences on career self-efficacy.(4)The impact of career learning experiences on outcome expectations only reflects in some career areas,and there are gender differences.Career self-efficacy mediates the effects of career learning experiences on outcome expectations.(5)It is practicable to build a career interests model which the career learning experiences is in the core of the relationships between the learning experiences and other career variables spanning Holland’s(1997)RIASEC themes.The findings not only support most theoretical assumptions of career interests model in SCCT,but also verify the values of proactive personality and positive emotional arousal.The model can be used to explain the formation mechanism of career interests of high school students.(6)It is well verified that career learning experiences play an important theoretical role in the career interests model of high-school students.It shows that career learning experiences have the direct effects in career self-efficacy or outcome expectations,and the indirect impacts on career interests,and also its mediating the effects in the impacts of person inputs and background contextual affordances on career interests.But some results are slightly different bacause of the differences of the career areas and gender.(7)Students’ positive psychological qualities,family education resources and school career education environments influence the formation of career interests.And the promoting role of personal,family and school factors on career interests,realizes mainly through the shaping of these factors from career learning experiences.
【Key words】 Social Cognitive Career Theory； Career Learning Experiences； Career Interests； High School Students；
- 【网络出版投稿人】 东北师范大学