目的:为探讨父母自主支持对大学生生涯适应力的影响及其内在机制。方法:本研究采用整群取样法,使用父母自主支持量表、生命意义感量表、生涯适应力量表和自编人口学问卷对679名大学生进行了测量。结果:1) 父母自主支持、生命意义感、生...目的:为探讨父母自主支持对大学生生涯适应力的影响及其内在机制。方法:本研究采用整群取样法,使用父母自主支持量表、生命意义感量表、生涯适应力量表和自编人口学问卷对679名大学生进行了测量。结果:1) 父母自主支持、生命意义感、生涯适应力分别呈两两正相关;2) 生命意义感在父母自主支持与大学生生涯适应力之间起部分中介作用,中介效应占总效应的64%。结论:这项研究丰富了大学生生涯适应力的相关研究,并为高校开展大学生心理健康教育提供两个启示:从家庭角度出发,给予自主支持可以提升大学生生涯适应力;从学校心理健康教育出发,开展生命意义主题的相关活动可以提升大学生生涯适应力。Objective: To explore the effects of parental autonomy support on college students’ career adaptability and its underlying mechanisms. Methods: In this study, 679 college students were measured using the Parental Autonomy Support Scale, the Sense of Meaning in Life Scale, the Career adaptability Scale, and a self-administered demographic questionnaire using the Zheng Cluster Sampling Method. Results: 1) Parental autonomy support, sense of meaning in life, and career adaptability were positively correlated two by two, respectively;2) Sense of meaning in life partially mediated the relationship between parental autonomy support and college students’ career adaptability, and the mediating effect accounted for 64% of the total effect. Conclusion: This study enriches the research on college students’ career adaptability and provides two insights for universities to carry out college students’ mental health education: from the perspective of family, giving autonomy support can enhance college students’ career adaptability;from the perspective of school mental health education, carrying out activities related to the theme of the meaning of life can enhance college students’ career adaptability.展开更多
文摘目的:为探讨父母自主支持对大学生生涯适应力的影响及其内在机制。方法:本研究采用整群取样法,使用父母自主支持量表、生命意义感量表、生涯适应力量表和自编人口学问卷对679名大学生进行了测量。结果:1) 父母自主支持、生命意义感、生涯适应力分别呈两两正相关;2) 生命意义感在父母自主支持与大学生生涯适应力之间起部分中介作用,中介效应占总效应的64%。结论:这项研究丰富了大学生生涯适应力的相关研究,并为高校开展大学生心理健康教育提供两个启示:从家庭角度出发,给予自主支持可以提升大学生生涯适应力;从学校心理健康教育出发,开展生命意义主题的相关活动可以提升大学生生涯适应力。Objective: To explore the effects of parental autonomy support on college students’ career adaptability and its underlying mechanisms. Methods: In this study, 679 college students were measured using the Parental Autonomy Support Scale, the Sense of Meaning in Life Scale, the Career adaptability Scale, and a self-administered demographic questionnaire using the Zheng Cluster Sampling Method. Results: 1) Parental autonomy support, sense of meaning in life, and career adaptability were positively correlated two by two, respectively;2) Sense of meaning in life partially mediated the relationship between parental autonomy support and college students’ career adaptability, and the mediating effect accounted for 64% of the total effect. Conclusion: This study enriches the research on college students’ career adaptability and provides two insights for universities to carry out college students’ mental health education: from the perspective of family, giving autonomy support can enhance college students’ career adaptability;from the perspective of school mental health education, carrying out activities related to the theme of the meaning of life can enhance college students’ career adaptability.
