Institute of Moral Education Nanjing Normal University, China.
Singapore University of Social Sciences, Singapore.
Acta Psychol (Amst). 2024 Jul;247:104308. doi: 10.1016/j.actpsy.2024.104308. Epub 2024 May 13.
The main objectives of this study were to explore the relationship between career personality styles and career adaptability and the role of thinking styles in such relationship. Eight hundred and eleven Chinese students, who were trained as pre-service kindergarten teachers, responded to the Career Personality Styles Inventory, the shortened Thinking Styles Inventory-Revised, and the Career Adapt-Ability Scale - Short Form. Results suggested that the career personality styles (i.e. social, enterprising) that fit the vocational environment of kindergarten teaching the most positively predicted the students' career adaptability, both directly and indirectly through creativity-generating thinking styles. Moreover, the artistic and investigative career personality styles indirectly predicted students' career adaptability through creativity-generating thinking styles, while the conventional and realistic career personality styles showed no significant effect on the students' career adaptability. The findings imply that beyond the notion of person-environment congruence, some career personality styles can consistently predict career adaptability through thinking styles. Implications for career counseling and education practice are discussed.
本研究的主要目的是探讨职业人格类型与职业适应性之间的关系，以及思维方式在这种关系中的作用。811 名中国学生，作为学前教育的职前教师，对职业人格类型量表、思维方式量表修订版和职业适应能力量表-短式版进行了回应。结果表明，最符合幼儿园教学职业环境的职业人格类型（即社交型、进取型），直接和间接地通过创造性思维方式预测了学生的职业适应性。此外，艺术型和探究型职业人格类型通过创造性思维方式间接预测了学生的职业适应性，而传统型和现实型职业人格类型对学生的职业适应性没有显著影响。研究结果表明，除了人与环境匹配的概念之外，一些职业人格类型可以通过思维方式持续预测职业适应性。本文对职业咨询和教育实践的意义进行了讨论。
