| Career anxiety is an individual’s negative emotional experience caused by uncertainty or other problem factors when facing career.The three years of study in secondary vocational school is a critical period of career exploration and professional development.During this period,students may suffer from career anxiety,which affects their physical and mental development.It is found that self-identity focuses on self-cognition and exploration,which plays an important role in the psychological and behavioral development of secondary vocational students,and further affects the emotional and mental health of individuals.Therefore,this study will deeply explore the influence of self-identity on career anxiety of secondary vocational students,and introduce two protective variables,perceived teacher support and parents’autonomous support,to investigate the possible moderating effects of perceived teacher support or parents’autonomous support.This study is divided into three sub-studies:Study 1:Revise the questionnaire"Career Anxiety"compiled by Tsai(2017)and test its applicability to Chinese secondary vocational students;Study 2:To explore the status quo of self-identity,career anxiety,perceived teacher support and parents’independent support of secondary vocational students;Study 3:Explore the relationship between the four variables,and analyze the moderating effects of perceived teacher support and parental autonomous support respectively.Therefore,the questionnaire survey method was adopted in this study 941 students(Study I)and 1013 students(Study II and III)from two secondary vocational schools in Anhui were taken as the research objects,and the Career Anxiety Questionnaire,Self-identity Questionnaire,Perceived Teacher Support Questionnaire and Parental Autonomy Support Questionnaire were used for measurement.SPSS26.0 and Mplus8.0 were used to sort out and analyze the data,and the conclusions were as follows:(1)Two items were deleted from the original Career Anxiety Questionnaire,and Cronbach’sαcoefficient increased from 0.862 to 0.880 Cronbach’sαwas 0.890,χ~2/df=2.273,RMSEA=0.056,SRMR=0.048,CFI=0.922,TLI=0.912,and confirmatory factor analysis was performed on the revised Career Anxiety Questionnaire.Good reliability and validity.(2)The career anxiety level of secondary vocational students is above the average level,and there are significant differences in gender,grade and whether they have stayed behind experience.The level of career anxiety of female students is higher than that of male students,and the level of career anxiety in the third grade is the highest.The level of career anxiety of secondary vocational students with stay-behind experience is higher than that of those without stay-behind experience.(3)The self-identity of secondary vocational students has a significant negative correlation with career anxiety;The self-identity of secondary vocational students was positively correlated with perceived teacher support and parents’autonomous support.Self-identity has a significant negative predictive effect on career anxiety.(4)Perceived teacher support plays a protective role in the relationship between self-identity and career anxiety.A high level of perceived teacher support can enhance the degree of self-identity relieving career anxiety of secondary vocational students.Parental autonomy support did not mediate between self-identity and career anxiety.Combined with the above conclusions,the career Anxiety Questionnaire(revised version)is applicable to Chinese secondary vocational students;The development of self-identity will affect the level of career anxiety of secondary vocational students.Perceived teacher support has a better moderating effect on self-identity and career anxiety.Therefore,the following measures can be taken to alleviate the career anxiety of secondary vocational students:take psychological intervention measures to prevent the psychological crisis of secondary vocational students;Deepen vocational education and training,guide students to establish a correct view of career;To advocate active education and optimize the self-identity development of secondary vocational students;Enhance the perception of teachers support,training the professional ability of secondary vocational students. |
