主动性人格、生涯适应力对生涯规划水平的预测作用：中等教育和高等教育的多组比较

The Predictive Effect of Proactive Personality and Career Adaptability on Career Planning Level: Multigroup Comparisons of Secondary Education and Higher Education

摘要: 随着新高考改革在全国各地的不断推进，如何开展生涯教育和生涯规划这一难题真切而实在地摆在各个中学及高中生群体面前，而相比大学生，高中生具有自己独特的学段特点，因此对于高中生的生涯教育方式也应与大学生进行一定的区分。本研究通过对山东省两所学校共计1578人进行调查，探究了不同学段群体的主动性人格、生涯适应力及生涯规划水平的关系，从而进一步探究高中生与大学生群体中，主动性人格与生涯适应力作用于生涯规划水平的不同机制，并针对不同的影响方式提出相应的建议。结果发现，主动性人格、生涯适应力与生涯规划水平之间存在正相关，生涯适应力在主动性人格与生涯规划水平之间起完全中介作用，即主动性人格通过改变生涯适应力而影响生涯规划水平，且在不同学段的群体中，主动性人格通过生涯适应力对生涯规划水平的预测作用有显著差异。根据实证研究结果，为新高考背景下高中生到大学的生涯衔接教育提供实证支持和理论证据。

Abstract: With the continuous advancement of the new college entrance examination reform throughout the country, how to carry out career education and career planning is really thought-provoking for all middle school and senior high school students, and compared with the college students, senior high school students have their own unique characteristics of the school. Therefore, the career education method for senior high school students should also be distinguished from the college students. In this study, a total of 1578 people from two schools in Shandong Province were investigated to explore the relationship between proactive personality, career adaptability and career planning level of different school groups, so as to further explore the different mechanisms of proactive personality and career adaptability in the level of career planning among senior high school students and college students, and propose corresponding suggestions for different ways of influence. The results found that there was a positive correlation between proactive personality, career adaptability and career planning. Career adaptability played a full intermediary role between proactive personality and career planning, that was, proactive personality influenced career planning by changing career adaptability, and in the different groups, the proactive personality had a significant difference in the prediction. According to this research, it provides empirical support and theoretical evidence for the career connection education of senior high school students to universities in the context of the new college entrance examination.