Intervention Study Of Group Counseling To Improve Self-identity On Vocational Maturity Of Senior High School Students

At present,under the background of national education reform,vocational education has been paid more and more attention and recognized by more and more people.As an important indicator to judge career planning,vocational maturity has been constantly mentioned and applied.In fact,individual career maturity is not achieved overnight.Its development is a long-term process,in which the level of individual self-cognition will largely affect the career maturity.High school stage is a critical period for teenagers to increase their career reserve and make career exploration.The main task of teenagers at this stage is to establish self-identity and avoid identity confusion.Long-term low self-identity will make them more anxious about learning,more confused about the future,and suspicious of themselves.This kind of unsound personality development is bound to hinder the completion of individual career maturity.If the school can guide students to know themselves and make a good self-positioning on the basis of passing on their knowledge,help them set up correct professional values and form a mature career plan,then education can be said to be the real teaching and education.Therefore,it is of great significance to further explore the relationship between self-identity and vocational maturity,and to help high school students to successfully establish self-identity and have perfect vocational maturity.In this study,700 high school students were investigated by using the Self-Identity Status Scale and the Middle School Students’ Career Maturity Questionnaire to explore the relationship between self-identity and career maturity.On the basis of study 40 subjects were selected from the questionnaire survey results and randomly divided into the control group and the intervention group.The intervention group was given eight times of group counseling.The control group did not receive any intervention and both the control group and the intervention group were given pre-test and post-test to further verify the effect of self-identity group counseling.The conclusions of this study are as follows:(1)The self-identity level of senior high school students showed the characteristics of "small at both ends and large in the middle",and the number of senior high school students in the middle position was the largest.The desire of "present self-involvement" is stronger than the other two dimensions,and the lowest is "future self-involvement".Different demographic variables(gender,class cadre,vocational education and mother’s educational level)have significant effects on self-identity.(2)The career maturity level of senior high school students is in the middle,and the attitude of career decision making is significantly higher than the knowledge of career decision making,especially the stability is the highest.Different demographic variables(gender,class cadre,vocational education and father’s culture)have a significant impact on vocational maturity.(3)There is a significant positive correlation between self-identity and vocational maturity of senior high school students.The regression analysis results show that self-identity can explain 39% of the variation of vocational maturity,indicating that self-identity and vocational maturity are positively correlated and can positively predict vocational maturity.(4)Group counseling of self-identity can significantly improve the overall level and dimension of self-identity of senior high school students,and promote the development of vocational maturity of senior high school students.