College education outcome expectation refers to the expectation of college students for the career development results after the completion of university study. Proactive personality is a stable tendency of individuals to take active actions and influence the surrounding environment. Motivation is the internal drive or motive force that directly encourage a person to carry out certain activities. Strong learning motivation is essential for college students to achieve good academic performance and to pursue career opportunities. Career adaptability indicates the quality that individuals can easily change themselves to adapt to the new or changed environment. Based on the social cognitive career theory, this study introduces intrinsic and extrinsic learning motivation as intermediary variables to investigate the relationship among college education outcome expectation, proactive personality, career adaptability and learning motivation. 564 valid questionnaires were collected from a normal university in Beijing, and correlation analysis, ANOVA and structural equation model analysis were conducted. The results show that: (1) College education outcome expectation can positively predict college students' intrinsic and extrinsic learning motivation; (2) proactive personality can positively predict college students' intrinsic and extrinsic learning motivation; (3) college education outcome expectation can positively predict college students' career adaptability; (4) college students' proactive personality can positively predict college students' career adaptability; (5) intrinsic learning motivation have positive predictive effect on college students' career adaptability; (6) extrinsic learning motivation have positive effect on college students' career adaptability; (7) intrinsic and extrinsic learning motivation mediates the predication effect of college education outcome expectation and proactive personality on career adaptability; (8) compared with extrinsic learning motivation, intrinsic learning motivation mediates the prediction effect between college education outcome expectation & proactive personality and career adaptability to a greater extent; (9) in the proactive personality dimension and career control sub-dimension of career adaptability, the score of engineering students is significantly higher than that of science, humanities, social sciences and management; in the career confidence sub-dimension and intrinsic learning motivation, the score of normal students is significantly higher than that of non-normal students; in all the sub-dimensions of career adaptability and intrinsic learning motivation, the score of students without siblings is significantly higher than that of students with siblings; in the dimension of college education outcome expectation and career confidence sub-dimension, the score of students from outside Beijing is significantly higher than that of students from Beijing; in the career concern sub-dimension, the score of students with annual family income≤500k is significantly higher than that of students with annual family income>500k.This study combines the variables concerned by vocational psychology and educational psychology, expands the understanding of pre-factors of college students' career adaptability, and introduces the concept and scale of college education outcome expectation for the first time. It has certain practical value for college educators to explore how to guide college students on understanding the significance of university education, cultivating good personality quality, stimulating students' learning motivation and improving their career adaptability.
修改评论