Comparison And Analysis Of Professional Self-identity Of Secondary Vocational Students Before And After Post Internship

Professional self-identity is the positive evaluation of an individual's occupation and the social acceptance of various social roles of a certain occupation.To study the changes of professional self-identity of secondary vocational students before and after their post internship can help us not only understand the impact of post internship activities on professional self-identity and career choice of secondary vocational students,but also explore the way to enhance vocational identity of secondary vocational students through post internship activities,which has reference significance for guiding schools,enterprises,society and other aspects to effectively guide secondary vocational students to establish a higher professional self-identity.In this paper,256 students of an information technology school in Zhengzhou were tested and studied with the Professional self-identity Assessment Scale of secondary vocational students and the interview method.This paper analyzes the influence of 10 variables,such as the gender,only child or not,student source,family economic status,professional,whether they had held student cadre,whether they had received vocational guidance,whether they had short-term social practice experience,whether they had participated in the school team training,after graduation plan and so on.Meanwhile we can explore the reasons that affect professional self-identity during the post practice.The main conclusions are:(1)the professional self-identity of secondary vocational students remains at the average level before and after the internship.There is no significant difference in professional self-identity between secondary vocational students before and after their internship,but there is significant change in the specific dimension.Students' professional cognition level after internship is higher than that before internship,but in the three dimensions of occupational emotion,occupational values and occupational behavior tendency,there is a significant difference.(2)students with monthly family income of less than 2000 yuan have significantly improved their professional self-identity after internship,while those with monthly income of more than 2000 yuan showed a significant downward trend.(3)by comparing students who have served as student cadres or not,it can be found that in general,no matter before or after internship,students who have served as student cadres have higher professional self-identity than students who not.Moreover,there is no significant change in professional self-identity before and after the internship.(4)there is no significant change in the occupational identity of students who have received career guidance before and after the internship.Students who haven't received vocational guidance have a significantly reduced sense of professional self-identity after internship.No matter before or after the internship,the professional self-identity of students who have received vocational guidance is higher than that of students who haven't received vocational counseling.(5)students who have had short-term social practice experience before the post internship significantly decreased their professional self-identity after the internship;Students who not have a significant increase in their professional self-identity after the internship.Before the internship,students with short-term social practice experience have higher level of professional self-identity than those without practical experience.However,after the internship,students who have had no short-term social practice experience significantly increase their sense of professional self-identity,and the difference between them is no longer obvious as they are close to each other in terms of average value.(6)students who have participated in the school team training have a high level of professional self-identity before the internship,and a significant decline in professional self-identity after the internship.Students who did not participate in the training of the school team have a low level of professional self-identity before the internship,and there is no significant change in professional self-identity after the internship.From the analysis of the mean value,students who have participated in the training of school team have higher professional self-identity before and after the internship than students who have not participated in the training of school team.(7)students of different majors have different changes in professional self-identity before and after internship.Before the internship,the professional self-identity of students of different majors is relatively close,while after the internship,the professional self-identity of students of different majors changes greatly.The professional self-identity of computer network students increase significantly after the internship.Students majoring in computer graphic design,animation and game production have no obvious change in professional self-identity before and after the internship,at the same time,students majoring in e-commerce have a significant decline in professional self-identity after internship.(8)after graduation,the students who plan to go to higher schools have little difference in professional self-identity with those who are employed before the internship,but they have different changes after the internship: after graduation,students who plan to enter higher education have no significant change in professional self-identity before and after internship,while students who plan to find jobs after graduation have a significant decline in professional self-identity after internship.(9)before and after the internship,there is no significant change in students' professional self-identity.However,no matter before or after the internship,the level of male students' professional self-identity is slightly higher than that of female students.In the classification of students from rural or urban areas,the change of professional self-identity before and after internship is not significant,but when comparing the mean of professional self-identity,students from rural areas is slightly higher than that of students from urban areas.What's more,in the classification of whether they are only children or not,the change of professional self-identity before and after internship is not significant and there is no significant difference.Based on the investigation and analysis of vocational identity of secondary vocational students before and after post internship,this paper puts forward the methods and strategies to improve vocational identity of secondary vocational students through post internship activities from the four aspects of society,enterprises,schools and students.