發(fā)布時(shí)間：2018-03-05 15:35

  本文選題：職業(yè)成熟度　切入點(diǎn)：學(xué)習(xí)動(dòng)機(jī)　出處：《華中師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：高中生面臨著艱巨的學(xué)習(xí)任務(wù)以及巨大的高考?jí)毫?然而學(xué)習(xí)動(dòng)機(jī)水平卻不盡如人意。以往研究表明,職業(yè)成熟度與學(xué)習(xí)動(dòng)機(jī)顯著相關(guān),對(duì)學(xué)習(xí)動(dòng)機(jī)有顯著的預(yù)測(cè)效應(yīng)。本研究在驗(yàn)證職業(yè)成熟度與學(xué)習(xí)動(dòng)機(jī)關(guān)系的前提下,通過生涯輔導(dǎo)干預(yù),提高學(xué)生職業(yè)成熟度,進(jìn)而改善學(xué)習(xí)動(dòng)機(jī)。本研究分為兩個(gè)研究:研究一:對(duì)高一年級(jí)249名學(xué)生進(jìn)行問卷調(diào)查,從人口學(xué)變量考察高中生職業(yè)成熟度和學(xué)習(xí)動(dòng)機(jī)的性別差異、獨(dú)生子女差異,驗(yàn)證職業(yè)成熟度和學(xué)習(xí)動(dòng)機(jī)的關(guān)系。研究二:將選修生涯輔導(dǎo)課的63名高一學(xué)生作為實(shí)驗(yàn)組,并開展為期七周的生涯輔導(dǎo)課程,另外隨機(jī)抽取63名高一學(xué)生作為對(duì)照組。研究得出以下結(jié)論:第一,高中生職業(yè)成熟度處于中等水平。第二,不同性別高中生在職業(yè)成熟度的功利性維度上差異顯著,男生顯著高于女生。獨(dú)生子女和非獨(dú)生子女高中生在職業(yè)成熟度總分、職業(yè)自我知識(shí)、職業(yè)世界知識(shí)和獨(dú)立性維度上差異顯著,獨(dú)生子女顯著高于非獨(dú)生子女。第三,高中生的學(xué)習(xí)動(dòng)機(jī)水平總體上處于中等。第四,高中男女生在技能場(chǎng)面、運(yùn)動(dòng)場(chǎng)面、促進(jìn)的緊張和回避失敗動(dòng)機(jī)維度上差異顯著,在技能場(chǎng)面和回避失敗動(dòng)機(jī)維度上,女生顯著高于男生,在運(yùn)動(dòng)場(chǎng)面和促進(jìn)的緊張維度上,男生顯著高于女生。第五,職業(yè)自我知識(shí)與成功動(dòng)機(jī)總分、社會(huì)生活場(chǎng)面、促進(jìn)的緊張、自己的責(zé)任性顯著正相關(guān);職業(yè)世界知識(shí)與社會(huì)生活場(chǎng)面、促進(jìn)的緊張、自己的責(zé)任性顯著正相關(guān);職業(yè)主動(dòng)性與成功動(dòng)機(jī)總分、社會(huì)生活場(chǎng)面、技能場(chǎng)面、促進(jìn)的緊張、自己的責(zé)任性顯著正相關(guān);獨(dú)立性與促進(jìn)的緊張顯著正相關(guān);穩(wěn)定性與知識(shí)學(xué)習(xí)場(chǎng)面、促進(jìn)的緊張、自己的責(zé)任性顯著正相關(guān);功利性與成功動(dòng)機(jī)總分、運(yùn)動(dòng)場(chǎng)面、自己的責(zé)任性顯著正相關(guān);自信心與技能場(chǎng)面、運(yùn)動(dòng)場(chǎng)面、社會(huì)生活場(chǎng)面、促進(jìn)的緊張、自己的責(zé)任性、要求水準(zhǔn)、成功動(dòng)機(jī)總分均顯著正相關(guān);職業(yè)成熟度總分及各個(gè)維度均與回避失敗動(dòng)機(jī)顯著負(fù)相關(guān)。第六,生涯輔導(dǎo)提高了學(xué)生的職業(yè)成熟度和學(xué)習(xí)動(dòng)機(jī)。職業(yè)自我知識(shí)、自信心、知識(shí)學(xué)習(xí)場(chǎng)面、促進(jìn)的焦慮、自己的責(zé)任性顯著提高,功利性、回避失敗動(dòng)機(jī)顯著下降。
[Abstract]:High school students are faced with arduous learning tasks and great pressure of college entrance examination, but the level of learning motivation is not satisfactory. Previous studies have shown that career maturity is significantly related to learning motivation. On the premise of verifying the relationship between career maturity and learning motivation, this study improves students' career maturity by career counseling intervention. This study is divided into two parts: the first is to investigate the gender differences of career maturity and learning motivation of senior high school students from demographic variables, and the difference between only child and career maturity of senior high school students. To verify the relationship between career maturity and learning motivation. Study 2: 63 senior high school students who took career guidance courses were selected as the experimental group, and a seven-week career counseling course was conducted. In addition, 63 junior high school students were randomly selected as the control group. The following conclusions were drawn: first, the career maturity of senior high school students was at the middle level; second, the difference of utilitarian dimension of career maturity was significant among different sex high school students. Male students were significantly higher than girls. There were significant differences in the total scores of career maturity, occupational self-knowledge, professional world knowledge and independence between the one-child and non-one-child high school students, and the only child was significantly higher than the non-only child. The level of learning motivation of senior high school students is generally in the average of 4th. There are significant differences between male and female students in skill scene, sports scene, promoting tension and avoidance failure motivation dimension, and in skill scene and avoidance failure motivation dimension. Female students were significantly higher than boys, boys were significantly higher than girls in sports and promotion. 5th, professional self-knowledge and success motivation total score, social life scenes, promote tension, their own responsibility significantly positive correlation; The professional world knowledge is positively correlated with the social life scene, the promoting tension, the professional initiative is positively correlated with the total score of successful motivation, the social life scene, the skill scene, the promoting tension, and so on. Independence is positively correlated with the tension of promotion, stability is positively correlated with the learning situation of knowledge, tension of promotion, responsibility of oneself, utilitarian and total score of successful motivation, sports scene, and responsibility of oneself. Self-confidence and skill scenes, sports scenes, social life scenes, promoting tension, their own responsibility, the level of demand, the total score of success motivation were significantly positive correlation; The total score of career maturity and its dimensions were negatively correlated with the motivation of avoidance and failure. 6th, career counseling improved students' career maturity and learning motivation, vocational self-knowledge, self-confidence, knowledge learning scene, promoting anxiety. Their own responsibility significantly improved, utilitarian, avoidance failure motivation decreased significantly.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：B844.2

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 朱文怡;繆晨程;;社會(huì)支持、職業(yè)決策自我效能對(duì)中職生職業(yè)成熟度的影響[J];生涯發(fā)展教育研究;2016年01期

2 李銀雁;;職業(yè)生涯規(guī)劃教育對(duì)高中生學(xué)習(xí)動(dòng)機(jī)影響的研究——以廣東省增城市某三所鄉(xiāng)鎮(zhèn)高中學(xué)校為例[J];新課程研究(上旬刊);2015年06期

3 張麒;李泓濤;姚海華;;生涯輔導(dǎo)對(duì)中等職業(yè)教育學(xué)生學(xué)習(xí)動(dòng)機(jī)內(nèi)化的干預(yù)研究——以上海某中職校為例[J];科學(xué)大眾(科學(xué)教育);2015年02期

4 謝長(zhǎng)法;王芳;;我國(guó)臺(tái)灣地區(qū)高校學(xué)生職業(yè)生涯輔導(dǎo)及其特點(diǎn)[J];教育與職業(yè);2014年21期

5 桑生華;;高中階段學(xué)生生涯輔導(dǎo)綜述[J];中小學(xué)心理健康教育;2014年07期

6 付正波;陳眺寰;;高中生職業(yè)成熟度對(duì)學(xué)習(xí)動(dòng)機(jī)的影響[J];考試周刊;2012年44期

7 程利娜;;職業(yè)生涯規(guī)劃對(duì)大學(xué)生擇業(yè)行為的影響研究[J];科學(xué)咨詢(科技·管理);2011年08期

8 王賀;邸維鵬;;淺談通過職業(yè)生涯規(guī)劃教育激發(fā)和培養(yǎng)大學(xué)生的學(xué)習(xí)動(dòng)機(jī)促進(jìn)高校學(xué)風(fēng)建設(shè)[J];時(shí)代教育(教育教學(xué));2011年06期

9 程利娜;;成就動(dòng)機(jī)對(duì)高中生職業(yè)成熟度的影響[J];內(nèi)蒙古師范大學(xué)學(xué)報(bào)(教育科學(xué)版);2010年08期

10 馬薔;佟麗君;;大學(xué)生職業(yè)成熟度的干預(yù)研究[J];心理科學(xué);2009年04期

相關(guān)碩士學(xué)位論文 前10條

1 彭慧玲;生涯輔導(dǎo)校本課程促進(jìn)高中生學(xué)習(xí)動(dòng)機(jī)的應(yīng)用研究[D];華中師范大學(xué);2015年

2 張靈暢;高二學(xué)生學(xué)習(xí)動(dòng)機(jī)與學(xué)業(yè)求助關(guān)系及干預(yù)研究[D];河北師范大學(xué);2015年

3 陳綺玲;基于CIP理論的體驗(yàn)式生涯輔導(dǎo)的主題班會(huì)課對(duì)高中生學(xué)習(xí)動(dòng)機(jī)的促進(jìn)作用[D];華中師范大學(xué);2013年

4 何慶剛;高中生職業(yè)規(guī)劃對(duì)物理學(xué)習(xí)興趣的影響初探[D];廣西師范大學(xué);2013年

5 張小芳;高中生社會(huì)支持、成就動(dòng)機(jī)與職業(yè)成熟度的關(guān)系[D];內(nèi)蒙古師范大學(xué);2013年

6 李珂;高職學(xué)生職業(yè)價(jià)值觀、成就動(dòng)機(jī)及職業(yè)成熟度的關(guān)系研究[D];湖南師范大學(xué);2012年

7 王建強(qiáng);大學(xué)生網(wǎng)絡(luò)成癮現(xiàn)狀及其與學(xué)習(xí)動(dòng)機(jī)的相關(guān)[D];華中師范大學(xué);2011年

8 李麗梅;高中生職業(yè)成熟度發(fā)展特點(diǎn)研究[D];內(nèi)蒙古師范大學(xué);2011年

9 程曦;高中生職業(yè)成熟度的特點(diǎn)及其與社會(huì)支持的相關(guān)研究[D];內(nèi)蒙古師范大學(xué);2011年

10 錢麗;大學(xué)生職業(yè)成熟度的測(cè)量及干預(yù)研究[D];南京師范大學(xué);2007年

，

本文編號(hào)：1570844