领悟社会支持对全科师范生的职业成熟度影响:职业认同的中介作用

Influence of Perceived Social Support on General Normal College Students’ Career Maturity: Mediating Role of Professional Identity

本研究采用问卷法对512名小教全科师范生进行测量,调查职业成熟度的现状,并采用process宏程序进行中介效应检验,探讨职业认同与领悟社会支持影响职业成熟度的内在作用机制。结果发现1) 小学全科师范生职业态度成熟度较高,女生高于男生,来自农村的小学教育全科专业学生的职业态度成熟度比来自城镇的小学教育全科专业学生高。小学全科师范生职业能力成熟度随着年级的增加而升高。2) 领悟社会支持、职业认同、职业成熟度呈显著正相关,职业认同在领悟社会支持及职业成熟度之间起中介作用。

To investigate the current situation of general normal college students’ career maturity, a sample of 512 college students was measured by questionnaire method. The process program was used to test the mediating effects of professional identity on the relationship between perceived social support and career maturity. The results indicated that: 1) Career maturity of general normal college students was at a medium level. The scores of girls in career maturity were significantly higher than those of boys. Career maturity of rural students was significantly higher than that of students in the city. There were significant different in career ability maturity among grades. The career ability maturity of normal university students increases with the increase of grade. 2) There was a significant positive correlation among the three variables of students’ professional identity, perceived social support, and career maturity. Mediation effect test showed that professional identity played an intermediary role between perceived social support and career maturity.