Mei Mei, Yang Fu, Tang Mingfeng
School of Business Administration, Southwestern University of Finance and Economics, Chengdu, China.
Front Psychol. 2021 Feb 4;11:594791. doi: 10.3389/fpsyg.2020.594791. eCollection 2020.
Drawing upon career construction theory, we examined the mediating effect of deliberate practice (DP) on career adaptability (CA) and the effects of learning goal orientation (LGO) and supervisor incompetence accusations (SIA) as well as career development training (CDT) on DP. Using data collected from 204 Chinese PhD students in three waves over a period of 2 months, we found that individuals who were inclined to learn new skills and obtain new knowledge were more likely to deliberately practice professional activities in their fields. When a PhD student's professional competence was questioned by his or her supervisor, the student was more prone to negative emotions and would reduce his or her effort in the development of expertise. CDT - contrary to expectations - negatively predicted DP of professional activities. One possible reason is that the participants in this study have strong autonomy so that those who really struggling are participating in training and seeking help and those who with strong professional abilities are not accessing training programs. Moreover, results showed that DP of professional activities significantly promoted PhD students to adapt to their academic circumstances. Implications for career-related practice within the academic domain are provided.
基于职业建构理论，我们考察了刻意练习（DP）对职业适应能力（CA）的中介作用，以及学习目标导向（LGO）、导师不当指责（SIA）和职业发展培训（CDT）对刻意练习的影响。通过收集204名中国博士生在两个月内分三次的数据，我们发现，倾向于学习新技能和获取新知识的个体更有可能在其领域中刻意练习专业活动。当博士生的专业能力受到导师质疑时，该学生会更容易产生负面情绪，并会减少其在专业技能发展方面的努力。与预期相反，职业发展培训对专业活动的刻意练习有负向预测作用。一个可能的原因是，本研究中的参与者有很强的自主性，以至于真正有困难的人在参加培训并寻求帮助，而专业能力强的人则没有参加培训项目。此外，结果表明，专业活动的刻意练习显著促进了博士生对学术环境的适应。本文还提供了对学术领域内与职业相关实践的启示。
