本文選題：職業成熟度　切入點：學習動機　出處：《華中師范大學》2017年碩士論文　論文類型：學位論文

【摘要】：高中生面臨著艱巨的學習任務以及巨大的高考壓力,然而學習動機水平卻不盡如人意。以往研究表明,職業成熟度與學習動機顯著相關,對學習動機有顯著的預測效應。本研究在驗證職業成熟度與學習動機關系的前提下,通過生涯輔導干預,提高學生職業成熟度,進而改善學習動機。本研究分為兩個研究:研究一:對高一年級249名學生進行問卷調查,從人口學變量考察高中生職業成熟度和學習動機的性別差異、獨生子女差異,驗證職業成熟度和學習動機的關系。研究二:將選修生涯輔導課的63名高一學生作為實驗組,并開展為期七周的生涯輔導課程,另外隨機抽取63名高一學生作為對照組。研究得出以下結論:第一,高中生職業成熟度處于中等水平。第二,不同性別高中生在職業成熟度的功利性維度上差異顯著,男生顯著高于女生。獨生子女和非獨生子女高中生在職業成熟度總分、職業自我知識、職業世界知識和獨立性維度上差異顯著,獨生子女顯著高于非獨生子女。第三,高中生的學習動機水平總體上處于中等。第四,高中男女生在技能場面、運動場面、促進的緊張和回避失敗動機維度上差異顯著,在技能場面和回避失敗動機維度上,女生顯著高于男生,在運動場面和促進的緊張維度上,男生顯著高于女生。第五,職業自我知識與成功動機總分、社會生活場面、促進的緊張、自己的責任性顯著正相關;職業世界知識與社會生活場面、促進的緊張、自己的責任性顯著正相關;職業主動性與成功動機總分、社會生活場面、技能場面、促進的緊張、自己的責任性顯著正相關;獨立性與促進的緊張顯著正相關;穩定性與知識學習場面、促進的緊張、自己的責任性顯著正相關;功利性與成功動機總分、運動場面、自己的責任性顯著正相關;自信心與技能場面、運動場面、社會生活場面、促進的緊張、自己的責任性、要求水準、成功動機總分均顯著正相關;職業成熟度總分及各個維度均與回避失敗動機顯著負相關。第六,生涯輔導提高了學生的職業成熟度和學習動機。職業自我知識、自信心、知識學習場面、促進的焦慮、自己的責任性顯著提高,功利性、回避失敗動機顯著下降。
[Abstract]:High school students are faced with arduous learning tasks and great pressure of college entrance examination, but the level of learning motivation is not satisfactory. Previous studies have shown that career maturity is significantly related to learning motivation. On the premise of verifying the relationship between career maturity and learning motivation, this study improves students' career maturity by career counseling intervention. This study is divided into two parts: the first is to investigate the gender differences of career maturity and learning motivation of senior high school students from demographic variables, and the difference between only child and career maturity of senior high school students. To verify the relationship between career maturity and learning motivation. Study 2: 63 senior high school students who took career guidance courses were selected as the experimental group, and a seven-week career counseling course was conducted. In addition, 63 junior high school students were randomly selected as the control group. The following conclusions were drawn: first, the career maturity of senior high school students was at the middle level; second, the difference of utilitarian dimension of career maturity was significant among different sex high school students. Male students were significantly higher than girls. There were significant differences in the total scores of career maturity, occupational self-knowledge, professional world knowledge and independence between the one-child and non-one-child high school students, and the only child was significantly higher than the non-only child. The level of learning motivation of senior high school students is generally in the average of 4th. There are significant differences between male and female students in skill scene, sports scene, promoting tension and avoidance failure motivation dimension, and in skill scene and avoidance failure motivation dimension. Female students were significantly higher than boys, boys were significantly higher than girls in sports and promotion. 5th, professional self-knowledge and success motivation total score, social life scenes, promote tension, their own responsibility significantly positive correlation; The professional world knowledge is positively correlated with the social life scene, the promoting tension, the professional initiative is positively correlated with the total score of successful motivation, the social life scene, the skill scene, the promoting tension, and so on. Independence is positively correlated with the tension of promotion, stability is positively correlated with the learning situation of knowledge, tension of promotion, responsibility of oneself, utilitarian and total score of successful motivation, sports scene, and responsibility of oneself. Self-confidence and skill scenes, sports scenes, social life scenes, promoting tension, their own responsibility, the level of demand, the total score of success motivation were significantly positive correlation; The total score of career maturity and its dimensions were negatively correlated with the motivation of avoidance and failure. 6th, career counseling improved students' career maturity and learning motivation, vocational self-knowledge, self-confidence, knowledge learning scene, promoting anxiety. Their own responsibility significantly improved, utilitarian, avoidance failure motivation decreased significantly.
【學位授予單位】：華中師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：B844.2

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本文編號：1570844