rommate职业价值观外文翻译

2021年1月26日发(作者：药物制剂)
外文翻译

原文
1
The work values of first-year college students: exploring group
differences
A
sample
of
3,570
first-year
college
students
were
surveyed
regarding
the
factors
they
deemed most important to their long- term career choice. Students as a whole identified intrinsic
interest, high salary, contributions to society, and prestige as their 4 most important work values.
Additional
analyses
found
men
more
likely
to
espouse
extrinsic
values,
women
more
likely
to
espouse social values, and students from median parental-income groups more likely to espouse
intrinsic values. In light of these results, counselors are encouraged to place a greater emphasis on
the role of work values in the decision-making process.





Several major career development theorists have recognized that values play an important
role in career counseling and in the career decision-making process (Dawis, 2001; Holland, 1997;
Super, 1980). Work values refer to what a person wants out of work in general and also which
components of a job are important to their work satisfaction (Dawis, 2001; Elizur, 1984). Work
values have been viewed as critical to the career counseling process with college students (Luzzo,
2000). However, empirical studies examining college student work values have been limited with
respect to vocational skills and interests. In addition, specific groups of students, such as those in
their
1st
year
who
are
at
a
critical
point
in
the
career
process,
have
received
surprisingly
little
attention.
The
purpose
of
the
current
study
is,
therefore,
to
explore
the
general
work
values
of
1st- year college students; to determine how these values differ according to gender, race, parental
income, and educational aspirations; and to examine how the resulting findings may be applied to
career counseling.





Recent
factor
analytic
studies
have
supported
a
stratified
approach
to
measuring
work
values
whereby
values
have
been
organized
within
four
basic
dimensions:
intrinsic,
extrinsic,
social,
and
prestige
(Ros,
Schwartz,
&
Surkiss,
1999).
Intrinsic
values
refer
to
an
importance
placed
on
autonomy
and
interest;
social
values
refer
to
an
importance
placed
on
working
with
people
and
making
contributions
to
society;
extrinsic
values
refer
to
an
importance
placed
on

1
making money and having job security; and finally, prestige values refer to an importance placed
on having a prestigious and respected occupation (Elizur, 1984; Ros et al., 1999). In general, work
values have been shown to significantly predict career choice, and the congruence of work values
with
work
environment
has
been
shown
to
significantly
predict
job
satisfaction
and
job
performance
(Guastello,
Rieke,
&
Guastello,
1992;
Judge
&
Bretz,
1992;
Knoop,
1994;
Schulenberg, Vondracek, & Kim, 1993; Vodanovich, Weddle, & Piotrowski, 1997).





Research
examining
differences
in
work
values
among
specific
groups
has
most
often
focused on gender, culture, and race. Numerous studies have found that men typically rate values
related to prestige, responsibility, and pay as more important than do women. Conversely, women
are more likely to rate social values, such as helping others and working with people, higher than
do men (Abu-Saad & Isralowitz, 1997; Elizur, 1994; Perrone, Sedlacek, & Alexander, 2001; Singh,
1994). Work value differences by race have also been examined in a limited number of studies.
Black
adolescents
tend
to
place
a
greater
emphasis
on
extrinsic-
and
prestige-oriented
values,
White students tend to place a greater emphasis on social values, and adolescent White men tend
to report work values focused on economic rewards and job security (Carter, Gushue, & Weitzman,
1994;
Johnson,
2002).
In
light
of
this
previous
research,
we
hypothesized
that
there
would
be
significant gender differences and racial differences in work values, with men and Black students
more
likely
to
espouse
extrinsic
values,
and
women
and
White
students
more
likely
to
espouse
social
values.
We
also
examined
work
value
differences
among
parental
income
groups
and
educational aspiration groups.





Participants were 3,570 incoming 1st-year students at a large mid-Atlantic university. Of the
participants,
2,124
(59.1%)
were
White,
371
(10.3%)
African
American,
478
(13.3%)
Asian
American, and 189 (5.3%) Latino/a. There were nearly equal numbers of men (1,782, 50%) and
women (1,788, 50%).





The
data
were
collected
from
the
University
New
Student
Census,
a
questionnaire
addressing
a
variety
of
attitudinal,
behavioral,
and
demographic
variables.
With
their
informed
consent, students were administered the survey during a 30-minute time slot during their summer
orientation program. The purpose of the survey was to attain, for both research and administrative
purposes,
a
general
understanding
of
the
attitudes
and
behaviors
of
incoming
students
at
the
university. Ninety-three percent of all incoming 1st-year students completed this questionnaire.

2





men
may
be
more
prone
to
receiving
messages
that
reinforce
extrinsically
oriented
goals
such as high anticipated earnings, while women may be more socialized to go into careers related
to the work values of working with people and contributions to society. Similarly, students whose
parents had either lower or higher than average incomes may have been influenced by both the
negative and the positive effects of salary on a family environment and thus would have had more
extrinsically oriented goals.





Author: Duffy. Ryan D
，
Sedlacek. William E
Nationality: USA
Originate from: College students (Surveys)Career development 2007(4), 89

















3
–
100
译文
1
大一学生的职业价值观：探索他们的差异

对一个样本为
3,570
个大一学生进行了调查，
他们认为最重要的因素是其长
期的职业选择。学生整体的内在的兴趣、 薪水高、
对社会的贡献和信誉是他们认
为最重要的
4
个工作价值观。更多的分 析发现，男性更加在乎外在价值，
女性更
倾向于社会价值观，
而那些来自中层收入的学 生更加看重内在价值。
根据这些结
果显示，辅导员都鼓励学生注重职业价值观决策过程中的扮演 的角色。

几个著名的职业发展理论家们已经认识到，
职业价值观在职业咨询和职业生
涯决策过程中发挥重要作用
(Dawis, 2001; Holland, 1997; Super, 1980)
。职
业价值观是指一个人想离开该工作时，该工作中影响他们工作满 意度的因素
(Dawis, 2001; Elizur, 1984)
。职业价值观被视为大学生生涯辅导过程中的关
键
(Luzzo, 200 0)
。然而，实证研究表明学院学生的职业价值观被限制于职业技
能和兴趣。此外，
一 些特定群体的学生，
比如那些处在第一个职业生涯关键时刻
的学生，
已经收到了令人吃 惊的关注。
因此，
本研究的目的是探索大一学生的职
业价值观，以确定不同性别、种族 、父母的收入和教育抱负的特点，并探究如何
将产生的结果用于职业辅导。

研究特殊 群体的职业价值观的差异往往集中在性别，文化，种族。大量研究
发现，男性一般最求威望，责任，比女 性扮演更重要角色。相反，女性更容易倾
向社会价值，
如帮助他人，
比例高于男人 (Abu-Saad
&
Isralowitz,
1997;
Elizur,
1994; Perrone, Sedlacek, & Alexander, 2001; Singh, 1994)
。在数量有限的
研究中，职业价值观的差异有种族而不同也被认证了。
黑种人的学生往往更注重
外在和威望导向的价 值观，
而白种人学生趋向于社会价值观，
白种人中的男性的
职业价值观倾向于经济报酬 和工作保障
(Carter, Gushue, & Weitzman, 1994;
Johnson,
2002)
。鉴于之前的研究，我们会假设职业监制关会有显著的 性别差异
和种族差异，
男性和黑人学生更容易注重外在价值，
而女性和白人学生更有可 能
支持社会价值观。
我们还研究了职业价值观受父母的收入和教育抱团等因素的差
异。

研究对象为一所大西洋沿岸中部大学的
3570
名大一学生。
在受 试者中，
2124
（
59.1
％）是白种人，
371
（10.3
％）是非裔美国人，
478
（
13.3
％）是亚裔美国

4
人和
189
（
5.3
％）
是拉丁裔 。
有几乎同等数量的男性
（
1,782
，
50
％）
和女性
（
1,788
，
50
％）
。男人可能会更容易接收消 息，加强外在导向的目标，如高预期收益，而
女性可能更社会化进入职业生涯相关的工作价值观与人们的 工作和对社会的贡
献。
同样，
学生的父母有低于或高于平均收入的消极和积极影响工资 的家庭环境，
因此可能是受到了更多的外在导向的目标。




作者：
Duffy. Ryan D
，
Sedlacek. William E

国籍：美国

出处：大学生职业发展调查，
2007(4),
第
89
–
100
页




















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