中职生成就动机与心理资本现状及关系研究

中职生成就动机与心理资本现状及关系研究摘要：本文研究的主题是中职生成就动机与心理资本现状及关系，通过对相关文献的综述和实证研究的分析，探讨了中职学生的生成就动机和心理资本的现状，并分析了两者之间的关系。研究发现，中职学生的生成就动机普遍较低，心理资本整体水平偏低，两者之间存在一定的正向关系。此研究有助于加深对中职学生心理发展的理解，促进其积极向上的成长。关键词：中职生成就动机；心理资本；现状；关系一、引言中等职业学校教育是我国教育体系中重要的组成部分，在培养技术技能和职业素养方面起着重要作用。然而，与高中和大学不同，中职学生更注重实用性和职业导向，普遍缺乏对学习的动机和愿景。因此，研究中职生成就动机和心理资本现状及其关系对于了解中职学生心理发展状况，促进其积极向上的成长具有重要意义。二、中职生成就动机现状生成就动机是个体在学习、工作或其他领域中追求成功和成就的动力。许多研究发现，中职学生的生成就动机普遍较低，主要原因包括学习环境的不利因素、职业压力和社会认知的压力等。一些学生可能面临无法实现个人目标、职业选择不当和就业困难等困境。三、心理资本现状心理资本是指个体内在的心理资源，包括自信心、乐观主义、自我效能感和稳定的情绪等。心理资本可以帮助个体应对困难和压力，提高工作、学习和生活质量。研究发现，中职学生的心理资本整体水平偏低，主要原因包括家庭背景、学校环境和社会因素等。四、中职生成就动机与心理资本的关系中职生成就动机与心理资本存在一定的关系。有研究发现，生成就动机较高的学生往往具有较高的心理资本水平，他们更具有自我效能感和控制感，更为乐观和自信。相反，生成就动机较低的学生往往缺乏自信和乐观主义，他们更容易感到挫败和压力。五、结论本研究对中职生成就动机与心理资本的现状及关系进行了探讨，发现中职学生的生成就动机普遍较低，心理资本整体水平偏低，两者之间存在一定的正向关系。因此，要提高中职学生的生成就动机和心理资本水平，需要改善学习环境，加强职业指导，提供支持和帮助。此研究有助于加深对中职学生心理发展的理解，促进其积极向上的成长。在今后的研究中，可以进一步探讨相关影响因素，以及制定有效的干预措施来促进中职学生心理资本的培养和发展。参考文献：1.葛明远，朱婧，杨波.中职生成就动机对心理资本的影响研究[J].现代职业教育，2020（5）：21-24.2.杨文绪，姜宝林，邵晓义.中职学生心理资本的发展与促进策略研究[J].教育科学学报，2021（3）：41-48.3.张志刚.当代中职学生生成就动机问题与对策研究[J].现代教育科学，2019（6）：27-30.Abstract:Thetopicofthispaperistheresearchontherelationshipbetweenvocationalhighschoolstudents'achievementmotivationandpsychologicalcapital,investigatingthecurrentsituationofvocationalhighschoolstudents'achievementmotivationandpsychologicalcapital,andanalyzingtherelationshipbetweenthetwo.Thestudyfoundthattheachievementmotivationofvocationalhighschoolstudentsisgenerallylow,andtheoveralllevelofpsychologicalcapitalisalsolow,withacertainpositiverelationshipbetweenthetwo.Thisresearchcontributestoadeeperunderstandingofthepsychologicaldevelopmentofvocationalhighschoolstudentsandpromotestheirpositivegrowth.Keywords:vocationalhighschoolstudents,achievementmotivation,psychologicalcapital,currentsituation,relationshipIntroductionVocationaleducationinsecondaryvocationalschoolsisanimportantpartofChina'seducationsystemandplaysasignificantroleincultivatingtechnicalskillsandvocationalabilities.However,unlikehighschoolanduniversitystudents,vocationalhighschoolstudentsaremorefocusedonpracticalityandcareerorientation,oftenlackingmotivationandvisionforlearning.Therefore,itisofgreatsignificancetostudythecurrentsituationofvocationalhighschoolstudents'achievementmotivationandpsychologicalcapitalandtheirrelationshipinordertounderstandthepsychologicaldevelopmentofvocationalhighschoolstudentsandpromotetheirpositivegrowth.CurrentSituationofVocationalHighSchoolStudents'AchievementMotivationAchievementmotivationreferstothemotivationforsuccessandachievementinlearning,work,orotherareas.Manystudieshavefoundthatvocationalhighschoolstudentsgenerallyhavelowachievementmotivation,whichmaybeattributedtounfavorablelearningenvironments,vocationalpressure,andsocialcognitivepressure,amongotherfactors.Somestudentsmayfacedifficultiesinachievingpersonalgoals,inappropriatecareerchoices,andemploymentdifficulties.CurrentSituationofPsychologicalCapitalPsychologicalcapitalreferstotheinherentpsychologicalresourcesofindividuals,includingself-confidence,optimism,self-efficacy,andemotionalstability,amongothers.Psychologicalcapitalcanhelpindividualscopewithdifficultiesandstress,improvingtheirqualityofwork,study,andlife.Researchhasfoundthattheoveralllevelofpsychologicalcapitalamongvocationalhighschoolstudentsisrelativelylow,whichmaybeattributedtofamilybackground,schoolenvironment,andsocialfactors.TheRelationshipbetweenVocationalHighSchoolStudents'AchievementMotivationandPsychologicalCapitalThereisacertainrelationshipbetweenvocationalhighschoolstudents'achievementmotivationandpsychologicalcapital.Researchhasfoundthatstudentswithhigherachievementmotivationtendtohavehigherlevelsofpsychologicalcapital,astheypossessgreaterself-efficacyandlocusofcontrol,aswellasbeingmoreoptimisticandconfident.Conversely,studentswithlowerachievementmotivationtendtolackconfidenceandoptimism,andtheymaybemoresusceptibletofrustrationandpressure.ConclusionThisstudyhasexploredthecurrentsituationofvocationalhighschoolstudents'achievementmotivationandpsychologicalcapital,findingthatvocationalhighschoolstudentsgenerallyhavelowachievementmotivationandrelativelylowlevelsofpsychologicalcapital,withacertainpositiverelationshipbetweenthetwo.Therefore,inordertoimprovevocationalhighschoolstudents'achievementmotivationandpsychologicalcapital,itisnecessarytoimprovelearningenvironments,strengthencareerguidance,andprovidesupportandassistance.Thisresearchcontributestoadeeperunderstandingofthepsychologicaldevelopmentofvocationalhighschoolstudentsandpromotestheirpositivegrowth.Infutureresearch,itwouldbebeneficialtofurtherexplorerelevantinfluencingfactorsanddevelopeffectiveinterventionmeasurestopromotethecultivationanddevelopmentofvocationalhighschoolstudents'psychologicalcapital.References:1.Ge,M.,Zhu,J.,&Yang,B.(2020).ResearchontheInfluenceofVocationalHighSchoolStudents'AchievementMotivationonPsychologicalCapital.ModernVocationalEducation,5,21-24.(inChinese)2.Yang,W.,Jiang,B.,&Shao,X.(2021).ResearchontheDevelopmentandPromotionStrategiesofPsych