长期职业教育对个人职业身份,自我效能和工作满意度的影响
1The Institute of Vocational Education, Tongji University, Shanghai 200092, China.
Behavioral sciences (Basel, Switzerland)
|September 27, 2025
概括
长期职业教育 (LDVE) 并没有显著改善学生的职业认同,自我效能或工作满意度. 家庭背景和主要负面影响参与垂直集成职业教育 (VIVE).
科学领域:
- 职业教育 职业教育 职业教育
- 教育心理学教育心理学
- 劳动经济学 劳动经济学
背景情况:
- 垂直综合职业教育 (VIVE) 计划旨在提高学生的成绩.
- 长期职业教育 (LDVE) 对职业身份,自我效能和工作满意度的影响需要进一步研究.
- 了解影响VIVE参与的因素对于程序开发至关重要.
研究的目的:
- 评估LDVE对学生职业认同,自我效能和工作满意度的影响.
- 确定影响学生参与VIVE课程的因素.
- 为了比较不同VIVE模型的有效性.
主要方法:
- 逻辑模型分析影响VIVE参与的因素.
- 倾向性得分匹配 (PSM) 来评估LDVE的影响.
- 对不同VIVE模型 (从中等到高等,从高等到本科) 的比较分析.
- 对1878名学生的调查数据的分析.
主要成果:
- 家庭背景和主要选择对VIVE参与产生了负面影响.
- 职业教育的延长时间并没有对职业认同,自我效能或工作满意度产生显著改善.
- 无论是从中等到高等,还是从高等到本科的VIVE模型都没有对研究结果产生显著的积极影响.
结论:
- 简单地延长职业教育的持续时间并不能保证提高学生的成绩.
- 当前的VIVE模型可能没有有效地改善职业认同,自我效能或工作满意度.
- 调查结果表明,需要重新评估LDVE质量和影响政策制定者和机构的因素.
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