美国在校残疾大学生职业决定能力发展研究--基于社会认知职业理论的视角

The Exploration of Career decidedness for Students with Disabilities in the U.S.:From a Perspective of Social Cognitive Career Theory

本研究以170名美国在校残疾大学生为调查对象,了解其目前使用职业相关服务的情况及满意度。根据社会认知职业理论的基本模型框架,运用多层线性回归的因果逐步回归检验,对在校残疾大学生职业自我效能和职业结果预期这两个因素在自我障碍接纳程度与职业决定能力之间关系的中介效应进行了检验。结果发现,虽然对服务的满意度中等偏高,但实践中残疾大学生对职业相关服务的使用率并不高,相关服务质量无法满足残疾大学生职业发展需要。职业自我效能和职业结果预期对自我障碍接纳程度与职业决定能力之间的关系具有完全中介效应,数据支持双中介效应模型。因此对于实践而言,通过加强多部门合作的残疾大学生职业相关服务,开发各种有针对性的干预项目以提升残疾大学生的职业自我效能和职业结果预期,将有助于培养残疾大学生的职业决定能力,促进其职业发展。

This study investigated 170 college students with disabilities in the U.S. for their current usage and satisfaction about career related services. Based on Social Cognitive Career Theory, mediation analysis for Causal Step Regression were used to test the duo-mediation model of career self-efficacy and vocational outcome expectancies in the relationship between adaptation to disability and career decidedness. Results indicated that while services-recipient generally expressed moderate to high satisfaction towards the career related services they received from various agencies, such services are under-utilized among college students with disabilities and could not meet students＇ career development needs. The results of the study support a duo-mediation model in which career self-efficacy and vocational outcome expectancies fully mediated the relationship between adaptation to disabilily and career decidedness, These findings shed light on the importance of interdisciplinary collaboration among multiple agencies in developing effective interventions and programs for improving career self-efficacy and vocational outcome expectancies of college students with disabilities to promote and support their career development.