重点大学城乡学生的生涯定向:基于跟踪调研的过程研究

College Students' Career Directions: Examining the Process Based on Longitudinal Survey Data

结合职业心理学、社会行动理论与大学生投入理论的洞见,提出"生涯定向清晰度"评估框架,同时考察大学生的生涯方向确定性和决策理性,并透过学生高影响力教育活动的投入来追溯其发展过程。基于部属X大学2014级本科生三年跟踪调研数据的分析表明:第一,学生生涯定向困难,大三结束之际,只有20%的学生有清晰且理性的生涯定向,接近10%学生呈现出方向迷失的低清晰度特征;第二,大二暑期是学生生涯定向横向分流的起始点——学生大二暑期参与的活动,把原本无明显计划差异的学生引入了不同的生涯道路和决策状态;大二暑期也是学生生涯定向纵向发展轨迹的分水岭——学生在大二暑期之后,投入高影响力活动的范围明显缩小,方向性更加明确;第三,大二暑期高影响力教育活动对城乡学生的生涯定向清晰度有独立于其家庭背景、学期中投入的影响,尤其能帮助农村学生免于迷失,清晰选定生涯方向。

Built upon the insights of vocational psychology,social behavior and college engagement theories,this research evaluates both the certainty and rationality of students' career decision,and examines the developmental process by backtracking students' highimpact educational activities. Using the longitudinal survey data of 2014 freshman cohort at an elite university in China,empirical analyses establish the following findings. First,it is difficult for students to establish a career direction. By the end of the junior year,only 20% students have established a career direction with high clarity,near 10% students are lost( low-clarity). Second,sophomore year summer is the starting point of the lateral split,from which students set off for respective directions through engaging in different activities. Sophomore year summer is also a watershed of the longitudinal trajectories,from which students become more and more focused on specific high-impact activities. Third,the impact of high-impact activities during sophomore year summer is independent of family backgrounds and academic and social engagement in freshman and sophomore years. These activities are particularly beneficial for rural students to avoid being lost and to establish a career direction with high clarity.