学前教育学生认同早闭和社会职业认同对工作意向之影响

The Effects of Identity Foreclosure and Social Occupationl Identity on Job Intention of Preschool Education Students

为探究认同早闭和社会职业认同对工作意向之影响,采用问卷调查法对贵州省学前教育专业500名学生进行调查,通过数据分析发现,认同早闭与社会职业认同与工作意向均呈显著相关;认同早闭对工作意向呈显著负向影响,社会职业认同对工作意向呈显著正向影响。老师与家长的正确引导减少学生的认同早闭状态以及社会对其职业认同程度的提升,可以有效提升学前教育学生自我认同的完成,进而其工作意向的到提高。

To explore the influence of identity foreclosure and social occupational identity on job intention,a questionnaire survey was conducted among 500 preschool education students in Guizhou province.Identity foreclosure has a significant negative effect on job intention,while social occupational identity has a significant positive effect on job intention.The correct guidance of teachers and parents can reduce the early closure of students’identity and the improvement of their occupational identity in the society,which can effectively improve the completion of preschool education students identity and further improve their work intention.