Research On Work Possible Selves Of Students In Higher Vocational Colleges

Markus and Nurius referred to individuals' future-based senses of self as "possible selves", which are the cognitive manifestations of individuals' hopes, expectations, and fears. Since the 1990s in 20th century, Possible Selves Theory has been received extensive attention. With it's application in vocational fields, Work Possible Selves are future images that represent hopes and expectations for the expression and implementation of the self in work as depicted by personally held intrinsic work values. In this study, the author conducted a research on 319 students studying in 7 different majors from five different higher vocational colleges in Tianjin city. The purpose of this study was to explore the whole situation of the higher vocational college students' work possible selves, and provide corresponding suggestions on career guidance for them. The research results are as follows:1. Higher vocational colleges students' development level of work possible selves is in the middle, and the three facets are unbalanced. The prominent vocational psychological problem of them is that their self-evaluation on future career are divorced from reality. Further, their vocational self-concept are not yet mature.2. The development of work possible selves decreased gradually according to grades. The junior have the most hopes and expectations. while the second year students' level drops. when moving on to the third year, students' development of work possible selves raises but not catch up the level of junior. During junior is a key developmental period of work possible selves.3. College background influences higher vocational colleges students' work possible selves. Students who are studying at vocational colleges founded by normal university, have fewer expectations and fears than those studying in independent higher vocational colleges.4. Significant gender differences are founded in the dimensions of HWS(Hoped-for Work Selves)creativity, HWS-development, FWS(Feared Work Selves) development, FWS-autonomy, FWS-ability. In the dimensions of HWS-creativity, boys are much better than girls, and in terms of HWS-development, girls are more than boys. In the dimensions of FWS-development, FWS-autonomy and FWS-ability, girl are all more than boys.5. Father's education level has a significant impact on higher vocational colleges students' work possible selves. Students whose father has a diploma or bachelor degree, have the lowest FWS. On the contrary, if father has a master degree, students' fears are the highest.Furthermore, significant differences of father's occupation are founded in the dimensions of EWS (Expected-for Work Selves) ability. Students who reported their father working for the Party or the government have the lowest EWS-ability, and students whose father works in agriculture have the highest EWA-ability. 6. Vocational guidance curriculum has a deeply influence on work possible selves of higher vocational colleges students. Students who have taken vocational guidance curriculum report higher HWS and EWS than those haven't taken the curriculum. Besides, the former also have more fears in future vocational career than the latter.According to the findings of the research, some measures and suggestions on vocational guidance of higher vocational colleges students were given.1. Vocational guidance should be a whole journey in higher vocational education. The content of vocational guidance curriculum should vary according to grades.2. Let the vocational guidance curriculum and vocational psychological guidance work along with both lines.3. Move on to a subtle view, combine group guidance with tutorial instruction to ensure that every student can receive personal-based vocational guidance.4. Try to combine the school vocational guidance with family vocational guidance to promote all-round growth of students' career development.5. From an individual angle, students should strengthen self-consciousness to achieve one's vocational self-concept maturity.