Research On The Structure And Characteristics Of The Career Adaptability Of Advanced Vocational College Students

Career adaptability is a growth area for career theory in which the adaptation is applied. Itattracts more and more attention in domestic and aboard career psychology in recent years.Based on the relative literature review of the domestic and aboard career adaptability studies,also the career psychology and development characteristics of local advanced vocationalcollege students, this research defines the career adaptability of students in advancedvocational colleges as the mindset and self-regulation strategies which are needed to realizethe role development, conversion, and further development in the individual career buildingprocess. Individual career adaptability reflects on the balance development of the subject andobject aspects of career adaptability mindset and self-regulation strategies. In this research,the advanced vocational college students are taken as the object. With the structured interview,questionnaire measurement methods and the use of empirical research, this research exploresthe structure and features of advanced vocational college students’ career adaptabilitysystematically.Through systematical study, this research aims at enriching domestic career adaptabilityresearch content, improving the advanced vocational colleges’ concern degree of students’career adaptability, and providing the theory and application guidance for developing careereducation in advanced vocational colleges and students’ career planning. In this research, themain conclusions are as follows:1. Through research, we can get the career adaptability structure of the advanced vocationalcollege students. The structure contains two parts. One part is mindset which has confidenceand optimism, toleration and initiative, the spirit of exploration and autonomy threedimensions. The other is self-regulation which includes career innovation, career reaction,career culture, career exploration, career persistence, and career reality these six dimensions.The questionnaire which draws up according to the above structure has good reliability andvalidity. According with the psychometric standards, it can be used as the tools of evaluatingadvanced vocational colleges students’ career adaptability.2. This research investigates the students’ career adaptability characters of advancedvocational colleges with the empirical study. In general，the development level of advancedvocational college students’ career adaptability is above the average level. The students’ self-regulation strategy falls behind the mindset. The development level of specificdimensions is not balanced. The scores of two dimensions of mindset and four dimensions ofself-regulation are lower. These dimensions are confidence and optimism, toleration andinitiative, career exploration, career innovation, career persistent, and career culture.According to the score of mindset and self-regulation strategy, the advanced vocationalstudents’ career adaptability is divided into four types. They are balanced development,powerless, goals missing and stagnation. The type analyses results show that56.6percent ofthe advanced vocational students exist career development block,15.5percent of advancedvocational students’ career adaptability needs strengthening.3. There are significant differences among students’sex, grade, major, social practice, andfamily socio-economic status. At sex, the male students get significant higher scores than thefemale students on career adaptability self-regulation, and there is no significant difference inmindset. At grade, the scores of career adaptability self-regulation significant increased withthe grade level, and there is no significant difference in mindset. At major, the studentsmajored in engineering get significant higher scores on career adaptability self-regulation thanthe students majored in liberal arts and science, and there is no significant difference inmindset. At the quantity of social practice, the scores of career adaptability mindset andself-regulation in3-6months group and6months or more group are significant higher than3months or less group. At family socio-economic status, students’ scores of career adaptabilitymindset and self-regulation significantly increased with the rise of family socioeconomicstatus.