A Study On Undergraduates' Work Possible Selves

The purpose of the study was to explore the undergraduates' work possible selves. Based on possible . selves theory, the previous research of home and abroad as well as the results of the open-ended and half open-ended questionnaire surveys, the work possible selves model applicable to undergraduates was developed firstly. Then exerting technology of EFA (exploratory factor analysis ) and CFA (confirmatory factor analysis), provides the Undergraduates'Work Possible Selves Scale (U-WPSS) .which is based on the multi-faceted and hierarchical model, and accords with index of psychometrics. It systematically discusses levels and characteristics of undergraduates' work possible selves development, analyzes relations between work possible selves and career decision-making by means of technology of T-test, ANOVA, regression analysis and dominance analysis. The conclusions are as the following:1. Undergraduates' work possible selves is a multi-faceted, multi-dimensioned and systematic structure. In terms of facets, it includes three facets of hoped-for work selves, expected work selves and feared work selves; in terms of dimensions , each facet includes four dimensions of personal development, autonomy, creativity and ability utilization.2. Undergraduates'Work Possible Selves Scale (U-WPSS) developed in the study, possess good reliability and validity.3. Undergraduates' development level of work possible selves is all right, but the main problems exisiting is that they have exorbitant hoped-for work selves.4. The development of Undergraduates' work possible selves rises gradually according to grades, but the tempo is slowly. During sophomore and junior are a key developmental period of work possible selves.5. Significant gender differences are found in the dimensions of HWS (Hoped-for Work Selves) creativity, EWS(Expected Work Selves)creativity, FWS(Feared Work Selves)autonomy. In the dimension of HWS-Creativity and EWS-Creativity, boys are much better than girls; and in terms of FWS-Autonomy, girls are more than boys.6. The development of work possible selves shows significant in differences of school types in specific dimension, in the dimension of HWS-Ability utilization, key schools are more than average schools; in the dimension of EWS-Autonomy, average schools are more than key schools; in the dimension of FWS-Ability utilization and FWS-Creativity, average schools are far more than key schools.7. Significant major differences existed as well in the development of work possible selves. PE&Art major students have the most negative possible selves (FWS) , and the least positive possible selves (HWS &EWS) . Liberal-arts students have the most positive possible selves (HWS &EWS) , Science&Industry major students take second place.8. Significant rural-urban origin differences existed as well in the development of work possible selves. In the four dimensions of HWS and EWS, rural origin students are totally more than urban origin students; and in the dimension of FWS-Autonomy, urban origin students are more than rural origin students.9. Hoped-for work selves is an effective predictive index of career decision certainty; Feared work selves and Work possible selves discrepancy are effective predictive indexes of career indecision, and FWS has larger predictive power than Work possible selves discrepancy.