Emotional Intelligence And Career Maturity Of College Students

With the continuous expansion of the scale of college students and social growing competition, it has become an important part for college students to deal with the employment pressure and to make good preparation for employment in school life. Helping students find the correct position of them and making adequate preparation for employment has become a topic of concern in universities and society. Currently, most colleges and universities inspire students to develop career awareness, guide students to explore and plan their careers, carrying out occupational activities and career counseling programs. Researchers believe that being accurate grasp with the level of career development and psychological characteristics of college students will make an expanding career counseling premise. In 1953, Super put forward the concept of career maturity, used to indicate whether the level of development of individual career development compatible with age and degree of completion of the mandate of career development stage, which is one of the key factors in the success of employment, so it is very important to explore resilience, core self-evaluations as mediating role between emotional intelligence and career maturity, it has theoretical and practical significance to improve the students' career maturity and to promote students' employment.This study selected 350 college students as the research object. The questionnaire survey was used to investigate the differences of emotional intelligence, resilience, and core self-evaluation and career maturity of college students in different demographic variables. To explore the relationship between them, we establish the impact of structural equation modeling of emotional intelligence, resilience, and core self-evaluation and career maturity. Test resilience, core self-evaluations mediating effect between emotional intelligence and career maturity. The study reached the following conclusions:(1) There are significant gender differences in the dimensions of emotional intelligence--emotional utilization, female students scored significantly higher than male students. Students have significant gender differences in career maturity, its dimensions--career goals, career values, and dependent relatives. Compared with female students, male students have higher scores in career maturity and its dimensions--career goals, career values, while lower scores in the dependent relatives.(2) The non-only child and only child have significant differences in emotional intelligence and its dimensions--self emotional management, others'emotional management, resilience, core self-evaluation and the dimensions of career maturity--career autonomy, career reference. Compared with the only-child, non-only child scores were significantly higher than only child.(3) Arts and sciences college students differ in the dimensions of career maturity--career values, career reference. Compared to liberal arts students, science and engineering students show higher career value, but lower career reference score.(4) College students who have part-time experience and those who have no experience of part-time job diverse in the emotional intelligence and its dimensions--self emotional management, emotional utilization, core self-evaluation, career maturity and its dimensions--career goals, career confidence, and the scores of students with part-time experience are higher than that of non-part-time students.(5) College students in different grades have significant differences in emotional intelligence and its dimensions-self-emotional management, emotional utilization, resilience, core self-evaluation, career maturity and its dimensions--career goals, career confidence, career value, career autonomy, and career reference. Generally speaking, the scores of graduates were higher than other grade levels.(6) Students' emotional intelligence and its dimensions were significant positive correlated to resilience, core self-evaluations, career maturity and its dimensions. Resilience, core self-evaluation were significantly positively correlated to career maturity and its dimensions.(7) Students' resilience, core self-evaluations play an intermediary role between emotional intelligence and career maturity. Emotional intelligence can not directly affect the students' career maturity; it affects students' career maturity through the common impact of resilience and core self-evaluation.