I. Research background
According to the definition of China Professional Planners Association, career planning refers to the process of analyzing and measuring the subjective and objective factors of personal career choice, determining personal goals and striving to achieve this goal. At the end of the 20th century, China began to publicize and popularize college students' career planning, and achieved good results. Career planning has played a positive role in establishing a scientific concept of choosing a job for college students, improving the success rate of job market allocation, reducing the turnover rate and alleviating the current employment pressure. However, at present, the academic research on college students' career planning basically stays on how to carry out career planning and the role and significance of career planning, while the research on the main influencing factors of career planning is relatively lacking.
This paper attempts to start with the main body of career planning-college students, mainly from their grades, gender, students' origin, parents' education level and so on. The researchers believe that there may be differences among college students in these factors, and different career planning education methods should be adopted for different objects. Therefore, this study mainly investigates the influence of different grades, gender, students and parents' education level on college students' career planning, and on this basis, puts forward constructive opinions and suggestions on college students' career planning education.
Second, research objects, methods and tools
1. Research object. The subjects are from two universities in Suzhou, Jiangsu Province: Suzhou University and suzhou economic and trade Vocational and Technical College. Among them, Suzhou University is an undergraduate college and suzhou economic and trade Vocational and Technical College is a higher vocational college. 500 questionnaires were distributed this time, and 446 questionnaires were recovered, with a recovery rate of 89.2%; Among them, 426 questionnaires were valid and 9 were invalid/kloc-0, and the effective rate was 95.7%.
The basic situation of this effective questionnaire survey is as follows: 1 14 undergraduates, accounting for 26.8% of the total number; College students 3 12, accounting for 73.2% of the total number, and boys 123, accounting for 28.9% of the total number. There are 303 girls, accounting for 7 1. 1% of the total number, and 2 freshmen, accounting for 49.5% of the total number. There are 46 sophomores, accounting for10.8% of the total number; Junior students 147, accounting for 34.5% of the total number; There are 22 senior students, accounting for 5.2% of the total number.
The native places of students in this valid questionnaire survey are as follows: 26 students come from cities, accounting for 6.1%of the total number; 172 people from towns, accounting for 40.4% of the total number; There are 228 people from rural areas, accounting for 53.5% of the total number.
The educational level of fathers in this effective questionnaire survey is as follows: 40 people graduated from primary school, accounting for 9.4% of the total number; 202 people graduated from junior high school, accounting for 47.4% of the total number; Students with high school or technical secondary school education 149, accounting for 35% of the total number; There are 35 people with college education or above, accounting for 8.2% of the total number.
The education level of mothers in this effective questionnaire survey is as follows: 9 1 person graduated from primary school, accounting for 21.4% of the total number; 2 17 people graduated from junior high school, accounting for 50.9% of the total number; There are 107 people with high school or technical secondary school education, accounting for 25.1%of the total number; There are 1 1 people with college education or above, accounting for 2.6% of the total number.
2. Research methods. (1) Literature method: By studying and studying the relevant theoretical materials of career planning at home and abroad, we can understand the basic situation, implementation, research results, existing problems and future efforts of college students' career planning education. (2) Questionnaires: Questionnaires were conducted among relevant college students, and the data were statistically analyzed by SPSS 17.0 software, so as to find out the main factors influencing college students' career planning. (3) Individual interviews: interview some college students for key points, difficulties and doubts, and collect information as comprehensively as possible.
3. Research tools. The researcher compiled a questionnaire on college students' career planning. There are 3 1 questions in the questionnaire, which are divided into six dimensions, namely, occupation cognition, occupation orientation, self-cognition, occupation belief, occupation exploration and occupation expectation. Five grades are adopted: 5 points means "very consistent", 4 points means "relatively consistent", 3 points means "unable to judge", 2 points means "relatively inconsistent" and 1 minute means "very inconsistent".
The researchers first tested the reliability, validity and item relevance of the scale. The statistics after the test show that the α coefficient of the total scale is 0.693, and the α coefficients of other sub-scales are 0.648 for five items of professional cognition, 0.579 for five items of professional orientation, 0.533 for four items of self-cognition, 0.266 for six items of professional belief and 0.632 for five items of professional exploration. Except for the α coefficient of professional belief, which is 0.266, the α coefficients of other subscales are all between 0.482 and 0.648, indicating that there is a high positive correlation between the items on the subscale. The comprehensive pre-test results show that the self-made scale has certain reliability and validity, and there is a high positive correlation between the six items, which can be tested in a wide range.
Third, research results.
The influence of 1. grade on career planning. The researchers counted the scores of career planning questionnaires for college students of different grades. Through F-test, it is found that there are obvious differences in the scores of different grades in six dimensions, which are 5.798, 2.9 19, 1.450, 4.420, 6.636 and 5.5438+0, among which the professional cognition is 0.00038.300000006.
Different grades have a great influence on career planning, which reminds college career planning educators to pay special attention to the differences of different grades in the process of career planning education and find targeted solutions according to these differences.
2. The influence of gender on career planning. The researchers counted the scores of college students' career planning questionnaires of different sexes, and found that the overall scores of boys and girls were basically the same, which were 103.4 and 103.0 respectively, with an average difference of 0.288. There is no significant difference between boys and girls in each item: the average score of boys is 17.2, and the average score of girls is 65438. On the factor of career orientation, the average male is 17, and the average female is 15.9, with a difference of 0.629; In terms of self-cognition factors, the average male is 15. 1, and the average female is 15, with a difference of 0.233. In terms of professional beliefs, the average value of men is 19. 1, and the average value of women is 19.3, with a difference of -0.285. On the factor of career exploration, the average male is 15.7, and the average female is 15.4, with a difference of 0.435. Regarding the factors of career expectation, the average value of men is 19.3, and that of women is 20.2, with an average difference of -0.956. The researchers used independent sample T test to study the influence of gender on career planning, and found that the scores of different genders in the dimension of career expectation were obviously different, which were -0.029 (P
These findings remind us that career planning education should pay attention to gender differences education, especially in career orientation and career expectations. In view of the phenomenon that girls' career expectations are higher than boys' but their career orientation, self-awareness and career exploration are lower than boys', we should actively do a good job in career planning education for girls, especially in career orientation and career exploration, and do a good job in promoting their psychological resilience when they encounter setbacks.
3. The influence of students' background on career planning. The researcher made a statistical analysis on the scores of college students' career planning questionnaires from different places of origin, and found that the differences of places of origin had no significant influence on the six dimensions of career planning. The students in this survey come from 228 rural students, 26 urban students and 0/72 urban students. The researchers used one-way analysis of variance (ANOVA) to study the influence of students' sources on career planning. The significant difference between urban, township and rural students' professional cognition is 0.639. The significant difference of career orientation is 0.1.68; The significant difference of self-cognition is 0.295; There is a significant difference in professional beliefs, which is 0.1.40; The significant difference of career exploration is 0.397; The significant difference of career expectation is 0.665. Then, after F-test, it is found that occupational cognition, occupational orientation, self-cognition, occupational belief, occupational exploration and occupational expectation are 1. 164, 0.366, 1.977, 0.332, 1.638 respectively.
The statistical results of the study are slightly different from the researchers' presupposition: the researchers presuppose that different students will have different career plans because of their different access to information and the educational level of their family members. However, the results show that rural students are only slightly lower than urban students in career cognition and career expectation, and there is no significant difference in other aspects.
4. The influence of parents' education level on career planning. Based on the statistics of the questionnaire data of college students with different fathers' education levels, the researcher found that the fathers' education level in this survey was not high: there were 35 students with college education or above, accounting for only 8.2% of the total students. The researcher used ANOVA software to analyze: the differences of college students with different educational background in their fathers' professional cognition, professional orientation, self-cognition, professional belief, professional exploration and professional expectation were 0.069, 0. 1 12, 0.2 18 and 0.077, respectively. 0.824. After F test, it was found that the p values were 0.284, 0.685, 0.088, 0.829, 0. 128, 0.26 1 respectively. Therefore, the difference of father's education level has no significant influence on the six dimensions of career planning.
Based on the statistics of the questionnaire data of college students' career planning with different mothers' education levels, it is found that the mothers' education level in this effective questionnaire survey is not very high: 1 1 people with college education or above only account for 2.6% of the total number of students. Similarly, using ANOVA software analysis, the significant differences of college students with different educational levels of mothers were 0.855, 0.676, 0.37 1, 0.438, 0.543 and 0.924 respectively.
The statistical results of the study are also different from the researchers' presupposition: the researchers presuppose that the different education levels of parents will have a certain impact on college students' career planning. However, through the above analysis, we think that the education level of parents has little influence on college students' career planning. Therefore, the researchers believe that college students' career planning education should reflect more sociality, such as school education, social guidance, peer support and good campus employment and entrepreneurship atmosphere, in order to stimulate students' internal drive.
Four. Discussions and suggestions
1. Career planning education should pay attention to grade differences. Through the research on 1, it is found that students of different grades have different scores in six dimensions, namely, occupational cognition, occupational orientation, self-cognition, occupational belief, occupational exploration and occupational expectation, especially in three dimensions (P < 0.00 1). Senior students pay more attention to career planning than junior students, and are relatively mature in career cognition and career exploration, while junior students' career expectations are much higher than senior students'. Through understanding and interviews, the researcher thinks that the scores of freshmen in professional cognition are obviously lower than those of seniors, because their main task is to learn professional knowledge and know little about career planning. As for career orientation, senior students need to think more about their future career characteristics and the matching degree between their majors and their future careers, so they have a clearer career orientation. As for career exploration, junior students have just entered the school gate and are far from fully prepared for their future careers, so their scores in this area are relatively low. Regarding career expectations, many senior students have started social internships or apprenticeships, and have a clearer plan for their future, so their career expectations will be higher accordingly. To sum up, in the process of career planning education, we should fully consider the differences of grades, and different grades should implement different vocational education strategies. Junior students pay attention to the cultivation of professional awareness and self-cognition, senior students pay attention to the education of career exploration and career expectation, and senior students pay attention to the improvement of professional ability and professionalism.
2. Career planning education should pay attention to gender differences. Through the second research result, we find that there are obvious differences in the scores of different sexes in the dimension of career planning, and the scores of career expectations of girls are significantly higher than those of boys. In view of this result, the researchers believe that perhaps in China's traditional values and family education concepts, girls are often given more family responsibilities, and some girls are even hoped to have a stable job and a stable income without higher pursuit in their careers. Therefore, many girls will consider career and employment issues very early and make corresponding plans for their careers in order to complete employment as soon as possible. Given more social responsibilities, boys will naturally face greater social pressure and have higher expectations and requirements for their future career than girls. In terms of employment, it is reflected that boys are not eager to get employment immediately in their future career thinking, but are more inclined to further improve their academic qualifications and receive higher-level education in order to undertake more social and family responsibilities. In addition, although gender equality has become the mainstream value of society, and many occupations have broken the gender boundary, gender discrimination in daily work is still a problem that cannot be ignored, and employers will still be more inclined to recruit male employees for various reasons. In this social background, it is relatively easier for boys to find a job than girls, and there are more opportunities for career choice. To sum up, in the process of career planning education, we should pay full attention to gender differences, eliminate the adverse effects of traditional social role orientation and traditional social expectations as much as possible, guide girls to stand on their own feet and constantly improve their comprehensive quality, and prepare psychologically, intellectually and physically for the fierce employment competition in the future.
3. Career planning education should reflect sociality. Through the research results 3, 4 and 5, we find that the differences of students' native place and parents' educational level have no significant influence on the six dimensions of career planning, which shows that career planning education is more completed through the infiltration of self and social influence of college teachers and individuals. Therefore, colleges and universities should make full use of their rich knowledge resources, combine the professional development trend and the development of social industries, set up the course of college students' career planning, and incorporate it into the teaching plan as a compulsory course. Organize career planning teachers and psychological counseling teachers to teach courses in stages, levels and focuses from freshman to freshman, and guide college students to fully understand themselves, majors and occupations in the learning process, establish a correct career concept, cultivate career interests, and formulate and choose a career path that suits them.
4. Career planning education should attach importance to the promotion of psychological resilience. This study finds that college students are enthusiastic about career planning, but often lack psychological preparation, which shows that they score higher in career exploration and career expectation, but slightly lower in career cognition, career orientation, self-cognition and career belief. This shows that college students' prediction of career planning failure is insufficient, and it is particularly important for schools to strive to improve college students' psychological resilience in the process of career planning education. Henderson and milstein put forward "six strategic training plans" in 1996. These six strategies are: providing students with opportunities to participate in meaningful activities; Establish and maintain high expectations for students; Create a caring campus atmosphere; Enhance each student's prosocial tendency; Develop a clear and consistent code of conduct for students; Teach students the necessary life skills and social skills. The Psychological Center of Suzhou Vocational College of Arts and Crafts has made a useful exploration in this respect: in addition to providing grants and work-study programs, it has also carefully designed small-scale thematic psychological lectures and psychological counseling combining group and individual psychology. After more than half a year's practice, the effect is remarkable, which effectively improves the psychological resilience of college students.
5. Career planning education should pay attention to the cultivation of college students' entrepreneurial literacy. At present, college students' career planning education has been widely valued by teachers and students, but there are still a series of problems such as outstanding individual standard, weak initiative and unclear career goals. If we attach great importance to the education and counseling of students' entrepreneurship in college students' career planning education, it will help to overcome the problems existing in the current career planning education and give full play to the initiative and creativity of college students. In recent years, the state and local governments have successively issued a series of preferential policies to encourage college students to start their own businesses, and colleges and universities have also actively cooperated with them, giving strong support in terms of resource allocation, organization and system guarantee, and striving to explore the road of entrepreneurship suitable for colleges and universities under the conditions of socialist market economy.
For example, the "four-in-one" entrepreneurship education mode implemented by Suzhou Vocational College of Arts and Crafts is quite enlightening. The "four-in-one" entrepreneurship education model is divided into introduction meeting, exchange meeting, discussion meeting and peer meeting. The first is the introduction meeting. Through the way of professional introduction meeting, the school vigorously publicizes and promotes this major among freshmen, so that they can fully understand the social and industrial posts corresponding to this major, understand the position, role and development of this post in social and economic development and the basic requirements for the quality of employees, and establish entrepreneurial consciousness from the moment they enter school. Followed by the exchange meeting. The school often invites successful seniors to return to school and exchange experiences with students in grades two and three. Alumni's successful cases ignited students' entrepreneurial enthusiasm. Once again, it was a symposium. Through one-on-one conversation with professionals, such as entrepreneurs, industry management experts, career consultants, etc., students can understand the entrepreneurial process, professional ability, economic security and psychological preparation needed for starting a business as soon as possible, so as to improve the probability of success in starting a business. Finally, there will be a companion meeting. The school mobilizes the wisdom of all parties, actively looks for cooperation teams for students who are ready to start a business and have certain entrepreneurial ability, studies entrepreneurial plans, and even provides some entrepreneurial funds. In a word, the effectiveness of college students' career planning education is greatly improved through the "four in one" entrepreneurship education model.
References:
[1] Lu Yuhong. Career planning and employment guidance for college students [M]. Nanjing: Southeast University Press, 2008.
[2] Li Wei, Cyndi Luo and Deng Yingying. Reflections on the Current Situation of College Students' Career Planning [J]. Employment of College Students in China, 2006( 15). Career guidance
;