工科大学生可持续职业期望的影响因素研究——基于社会认知职业理论的检验

Factors Influencing Sustainability-Related Career Expectations among Engineering Undergraduates:Based on the Social Cognitive Career Theory

提升工科大学生在未来职业生涯中为可持续提供服务的意识和能力已成为国际工程教育界的共识。运用“工程教育与可持续发展调查”数据,基于社会认知职业理论,分析工科大学生可持续职业期望的影响因素。结果表明,课程学习体验、课外活动经历对工科大学生可持续职业期望产生正向直接效应,可持续职业自我效能在该影响中起到部分中介作用,性别对研究模型多条路径起到调节作用。研究结论对相关教学和课外活动设计、学生可持续职业积极心理品质培养以及工程教育生源多样性和多元化发展等具有启示作用。

It has become an international consensus for the international engineering education community to strengthen the awareness and ability of engineering undergraduates in providing services for sustainability in their future careers.Based on the social cognitive career theory,this study employs the data from the engineering education and sustainable development survey and examines the influencing factors of sustainability-related career expectations.The results indicate that both curricular and co-curricular experiences have positive direct impacts on sustainability-related career expectations,and career self-efficacy plays a part-mediating role in this process.Moreover,gender moderates several paths between the variables.The results of the study shed light on the design of related curricular and co-curricular practice,and the promotion of students’positive psychological states and the diversification of engineering education.