职业价值观外文翻译.docx

职业价值观外文翻译.docx

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职业价值观外文翻译

外文翻译

原文1

Theworkvaluesoffirst-yearcollegestudents:

exploringgroupdifferences

Asampleof3,570first-yearcollegestudentsweresurveyedregardingthefactorstheydeemedmostimportanttotheirlong-termcareerchoice.Studentsasawholeidentifiedintrinsicinterest,highsalary,contributionstosociety,andprestigeastheir4mostimportantworkvalues.Additionalanalysesfoundmenmorelikelytoespouseextrinsicvalues,womenmorelikelytoespousesocialvalues,andstudentsfrommedianparental-incomegroupsmorelikelytoespouseintrinsicvalues.Inlightoftheseresults,counselorsareencouragedtoplaceagreateremphasisontheroleofworkvaluesinthedecision-makingprocess.

Severalmajorcareerdevelopmenttheoristshaverecognizedthatvaluesplayanimportantroleincareercounselingandinthecareerdecision-makingprocess（Dawis,2001;Holland,1997;Super,1980）.Workvaluesrefertowhatapersonwantsoutofworkingeneralandalsowhichcomponentsofajobareimportanttotheirworksatisfaction（Dawis,2001;Elizur,1984）.Workvalueshavebeenviewedascriticaltothecareercounselingprocesswithcollegestudents（Luzzo,2000）.However,empiricalstudiesexaminingcollegestudentworkvalueshavebeenlimitedwithrespecttovocationalskillsandinterests.Inaddition,specificgroupsofstudents,suchasthoseintheir1styearwhoareatacriticalpointinthecareerprocess,havereceivedsurprisinglylittleattention.Thepurposeofthecurrentstudyis,therefore,toexplorethegeneralworkvaluesof1st-yearcollegestudents;todeterminehowthesevaluesdifferaccordingtogender,race,parentalincome,andeducationalaspirations;andtoexaminehowtheresultingfindingsmaybeappliedtocareercounseling.

Recentfactoranalyticstudieshavesupportedastratifiedapproachtomeasuringworkvalueswherebyvalueshavebeenorganizedwithinfourbasicdimensions:

intrinsic,extrinsic,social,andprestige（Ros,Schwartz,&Surkiss,1999）.Intrinsicvaluesrefertoanimportanceplacedonautonomyandinterest;socialvaluesrefertoanimportanceplacedonworkingwithpeopleandmakingcontributionstosociety;extrinsicvaluesrefertoanimportanceplacedonmakingmoneyandhavingjobsecurity;andfinally,prestigevaluesrefertoanimportanceplacedonhavingaprestigiousandrespectedoccupation（Elizur,1984;Rosetal.,1999）.Ingeneral,workvalueshavebeenshowntosignificantlypredictcareerchoice,andthecongruenceofworkvalueswithworkenvironmenthasbeenshowntosignificantlypredictjobsatisfactionandjobperformance（Guastello,Rieke,&Guastello,1992;Judge&Bretz,1992;Knoop,1994;Schulenberg,Vondracek,&Kim,1993;Vodanovich,Weddle,&Piotrowski,1997）.

Researchexaminingdifferencesinworkvaluesamongspecificgroupshasmostoftenfocusedongender,culture,andrace.Numerousstudieshavefoundthatmentypicallyratevaluesrelatedtoprestige,responsibility,andpayasmoreimportantthandowomen.Conversely,womenaremorelikelytoratesocialvalues,suchashelpingothersandworkingwithpeople,higherthandomen（Abu-Saad&Isralowitz,1997;Elizur,1994;Perrone,Sedlacek,&Alexander,2001;Singh,1994）.Workvaluedifferencesbyracehavealsobeenexaminedinalimitednumberofstudies.Blackadolescentstendtoplaceagreateremphasisonextrinsic-andprestige-orientedvalues,Whitestudentstendtoplaceagreateremphasisonsocialvalues,andadolescentWhitementendtoreportworkvaluesfocusedoneconomicrewardsandjobsecurity（Carter,Gushue,&Weitzman,1994;Johnson,2002）.Inlightofthispreviousresearch,wehypothesizedthattherewouldbesignificantgenderdifferencesandracialdifferencesinworkvalues,withmenandBlackstudentsmorelikelytoespouseextrinsicvalues,andwomenandWhitestudentsmorelikelytoespousesocialvalues.Wealsoexaminedworkvaluedifferencesamongparentalincomegroupsandeducationalaspirationgroups.

Participantswere3,570incoming1st-yearstudentsatalargemid-Atlanticuniversity.Oftheparticipants,2,124（59.1%）wereWhite,371（10.3%）AfricanAmerican,478（13.3%）AsianAmerican,and189（5.3%）Latino/a.Therewerenearlyequalnumbersofmen（1,782,50%）andwomen（1,788,50%）.

ThedatawerecollectedfromtheUniversityNewStudentCensus,aquestionnaireaddressingavarietyofattitudinal,behavioral,anddemographicvariables.Withtheirinformedconsent,studentswereadministeredthesurveyduringa30-minutetimeslotduringtheirsummerorientationprogram.Thepurposeofthesurveywastoattain,forbothresearchandadministrativepurposes,ageneralunderstandingoftheattitudesandbehaviorsofincomingstudentsattheuniversity.Ninety-threepercentofallincoming1st-yearstudentscompletedthisquestionnaire.

menmaybemorepronetoreceivingmessagesthatreinforceextrinsicallyorientedgoalssuchashighanticipatedearnings,whilewomenmaybemoresocializedtogointocareersrelatedtotheworkvaluesofworkingwithpeopleandcontributionstosociety.Similarly,studentswhoseparentshadeitherlowerorhigherthanaverageincomesmayhavebeeninfluencedbyboththenegativeandthepositiveeffectsofsalaryonafamilyenvironmentandthuswouldhavehadmoreextrinsicallyorientedgoals.

Author:

Duffy.RyanD，Sedlacek.WilliamE

Nationality:

USA

Originatefrom:

Collegestudents（Surveys）Careerdevelopment2007（4）,89–100

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,2000）。

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.RyanD，Sedlacek.WilliamE

国籍：

美国

出处：

大学生职业发展调查，2007（4）,第89–100页

原文2

ProfessionalValuesandtheAllureoftheMarket

StudentsAsConsumers

StudentsfirstbecameconsumerswhenwhatbecameknownasPellGrantswereinitiatedintheearly1970s.Thegrantsgavestudent-aidmoneytostudentsratherthantoinstitutions,creatingwhatwasineffectanationalvouchersystem.Theideabehindthegrantswasthatstudentswouldbehavelikerationaleconomicactorsandsearchforthebesteducationalbargain,forcinginstitutionsofhighereducationtocompetewithoneanotherforstudentsandmakingthesystemmoreefficient.Asstateresourcesshrank,incomefromtuitionandfinancialaidbecamemoreimportanttoinstitutions,leadingthemtocompeteevenmorevigorouslyforstudents.Then,inthe1980sand1990s,astuitionrosedramaticallyandthefocusofstudentaidshiftedfromgrantstoloans,lateadolescentsandtheirparentsbegantoseeeducationasaproductorinvestment,definitivelyshiftingtheidentityofstudentsfromscholarstoconsumers.

Whenuniversitiesthinkofstudentsasconsumers,they"package"themselvestoenticestudents.Theregistrarbecomestheheadofenrollmentmanagement,concernedwithbringinginthefirst-yearclass,andregistrationstaffincreasesasthatfunctionbecomesmoreimportant.Institutionsspendlargesumsonrecruitment,sendingglossyviewbookssellingthe"collegeexperience"tostudentswhohavetherightzipcodes,thatis,thosecorrespondingwithneighborhoodswhereparentsarelikelytohaveenoughmoneyforcollege.AdministratorsspendmoneyrewiringdormitoriessothatstudentscanconnecttotheInternet,andtheymakeroomsandclosetslargertoaccommodateallthepossessionsprosperousstudentsbringtocollege.Attractive"recreationcenters"withthelatestinsportsfacilitiesarepartofthetoursthatprospectivestudentsget.

Ifstudentsareconsumers,theyarealsoacaptivemarket.Administratorsaredoingawaywithsubsidizeddormfoodservicesandtreatingstudentunionslikeprofitcenters,leasingspacetonutritionallyquestionablefoodchains.ManyuniversitieshaveturnedtheirbookstoresovertoBarnesandNoble.Andsomeissuestudentsinstitutionalcreditcardswithcutenames,enablingstudentstopurchaseeverythingsoldbytheinstitution,evenwhencheaperoptionsexistnotfaroffcampus.Inshort,studentsarenolongerseenasscholarswhoshouldbesubsidizedwithinstitutionalfunds,butasprofitcenters.

Asconsumers,studentsnolongerseethemselvesasapprenticeswhocometotheuniversitytositatthefeetofdistinguishedscholarsandenjoylearningforitsownsake.Instead,theyfeelcompelledtomaximizetheirinvestmentineducation,andtheymigratetohigh-endprofessionalcollegesorpreprofessional（lawandmedicine）programs.Theliberalartshasloststudents,anditdependsmoreandmoreforenrollmentsonrequiredgeneraleducationcoursesandelectives,oftentaughtbylessexpensiveadjunctfaculty.

Moneyisalsotransforminggraduateeducation,drawingstudentsintofieldspromisingimmediatefinancialr