主观社会经济地位与未来体面工作感知之间的关联:一个温和的调解模型
Xia Sheng1, Ke Jiang1, Yue Yu1
1Faculty of Teacher Education, Lishui University, Lishui, Zhejiang, 323000, China.
Acta psychologica
|February 27, 2026
概括
主观社会经济地位 (SSS) 对教师教育学生未来体面工作 (FDW) 的看法产生积极影响,职业承诺 (CC) 作为部分调解者. 积极主动的人格 (PP) 加强了CC和FDW之间的联系.
科学领域:
- 教育教育教育教育教育教育.
- 心理学 心理学 心理学
- 社会学 社会学 社会学
背景情况:
- 社会认知职业理论 (SCCT) 为理解职业发展提供了一个框架.
- 教师教育的学生在不断变化的就业环境中面临着独特的挑战.
- 对未来体面工作的看法对于学生的动机和留守至关重要.
研究的目的:
- 调查主观社会经济地位 (SSS) 与教师教育学生未来体面工作 (FDW) 认知之间的关系.
- 检查职业承诺 (CC) 在SSS-FDW协会中的调解作用.
- 探索主动人格 (PP) 对CC和FDW之间的联系的调节效应.
主要方法:
- 一项涉及中国福建省教师教育课程的542名本科生的定量研究.
- 结构方程建模与引导被用于分析调节调解模型.
- 数据收集使用调查来衡量SSS,FDW,CC和PP.
主要成果:
- SSS与FDW的看法有积极的关联.
- 职业承诺 (CC) 部分调解了SSS和FDW之间的关系.
- 主动人格 (PP) 显著缓和了CC和FDW之间的关联,加强了PP较高的个体的积极联系.
结论:
- 背景因素 (SSS) 和个人机构 (PP) 相互作用,塑造教师培训学生对未来工作质量的期望.
- 职业承诺在将社会经济观念转化为对体面工作的期望方面发挥着至关重要的作用.
- 研究结果为教师教育计划中的职业发展干预提供了见解,强调环境支持和个人主动性.
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