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摘要: 个体关于未来的目标和担忧对其日常行为具有重要的引导作用。研究通过开放性问卷调查了700余名大学生, 分析了当代大学生的未来目标和担忧的具体内容, 以及目标和担忧的年级与性别特征。调查发现, 当代大学生的个人未来目标和担忧主要体现在受教育、职业或工作以及个人婚姻/家庭方面, 同时大学生还较多地担忧家庭安康和自己的身心健康, 并且这些目标和担忧存在年级和性别差异。文章在对大学生的个人未来目标和担忧分析的基础上提出了教育建议。1) U. Neisser (1976). Cognition and reality:Principles and implication of cognitive psychology. San Francisco:Freeman.2) S. L. Archer (1989). The status of identity: Reflections on the need for invention. Journal of Adolescence, 12.3) J. E. Nurmi, K. Salmela-Aro (2002). Goal construction, reconstruction and depressive symptoms in a life-span context: The transition from school to work. Journal of Perswiality, 70 (3).4) L. Schoon, S. Parsons (2002). Teenage aspirations for fiiture career and occupations outcomes. Journal of Vocational Behavior, 60 (2).5) M. Lanz, R. Rosnati,E. Marta, E. Scabini (2001). Adolescents'future: A comparison of young people's and their parents' views. In J E Nurmi (Ed.) Navigating through adolescence:European perspectives. New York:Routledge Falmer.6) J. E. Nurmi, M. E. Poole, V. Kalakoski (1994). Age differences in adolescent future-oriented goals, concems, and related temporal extension in different socialcultural contexts. Journal of Youth and Adolescence, 23 (4).7) G. H. Elder (1998). The life course and human development. In R M Lemer (Ed.),Handbook of child psychology (Vol. 1).New York:Wiley.8) A. Caspi (2002). Social selection, social causation and developmental pathways:Empirical strategies for better underslanding how individuals and environments are linked across the life course. In L Pulkkinen, A Caspi (Eds.), Paths to successful development. Cambridge:Cambridge University Press.9) S. Patterson,I. Sochling, J. Marcia (1992). The inner space and beyond: Women and identity. In G Adams,T Gullotta, R Montemayor (Eds.), Adolescent identity formation. Newbury Park, CA:Sage.10) 李微、蔡志强、章延杰:《青年学生人生价值重构:基于技术进步与社会发展的思考》,《思想•理论•教育》2004年第11期。11) J. E. Nunni, K. Salmela-Aro,P. Koivisto (2002). Goal importance and related achievement beliefs and emotions during the transition form vocational school to work:Antecedenls and consequences. Journal of Vocational Behavior, 60 (2).
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表 1 不同年级大学生提及的不同目标比例的平均数
表 2 男女大学生提及的不同目标比例的平均数
表 3 不同年级大学生提及的不同担忧比例的平均数
表 4 不同性别大学生提及的不同担忧比例的平均数