父母和教师自主支持和核心自我评估的影响:对中学生的职业适应能力进行三波纵向研究
Xiaoyun Zhao1, Shun Huang1, Chaofan Shi2
1College of Education, Huaibei Normal University, Huaibei, China.
Frontiers in psychology
|October 15, 2024
概括
父母和教师自主权的支持对中学生的职业适应能力和自我评估产生了积极的影响. 父母的支持对职业发展产生了更稳定的长期影响.
科学领域:
- 教育心理学教育心理学
- 发展心理学 发展心理学
- 职业发展研究 职业发展研究
背景情况:
- 中学学生面临着关键的发展和职业探索挑战.
- 职业适应能力对于成功至关重要,但许多学生缺乏动力和自我意识.
- 父母和教师的自主支持被视为职业发展的关键因素.
研究的目的:
- 研究中学生的家长自主支持 (PAS),教师自主支持 (TAS),核心自我评估 (CSE) 和职业适应能力 (CA) 之间的相关性.
- 检查自主支持对学生职业适应能力和自我认知的纵向影响.
- 了解核心自我评估在自主支持和职业适应能力之间的关系中的调解作用.
主要方法:
- 对安省两所学校的482名中学生进行了纵向研究.
- 数据采集在1年内三个阶段,使用集群抽样.
- 交叉滞后面板模型分析以确定预测关系.
主要成果:
- 随着时间的推移,父母自主支持 (PAS) 预测了核心自我评估 (CSE).
- 核心自我评估 (CSE) 预测了随着时间的推移的职业适应能力 (CA).
- 教师自主支持 (TAS) 并没有一致预测CSE或CA.
- CSE调解了PAS和CA之间的关系,表明其在发展中的作用.
结论:
- 自主支持显著提高中学生的职业适应能力和自我评估.
- 与教师支持相比,家长的自主支持对职业发展产生了更稳定,更一致的积极影响.
- 促进自主性对于积极的自我评估和塑造早期青少年有效的职业发展轨迹至关重要.
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