The Influence Of Career Service On Vocational Students’ Sense Of Academic Attainment:the Mechanism Of Adversity Cognition And Career Adaptability

In the learning process of higher vocational students,there are often problems such as lack of initiative,easy passivity and passive slack.As a group of "college entrance examination failure",the positive emotional experience of higher vocational students in their studies is often not satisfied,which leads to the lack of their sense of academic gain.Career service,as an external support means,aims to help individuals better solve the difficulties encountered in career development,and it has been proved that it can effectively promote students’ academic development.However,the social information processing model points out that the external support obtained by individuals is mainly effected by the change of internal cognition.In addition,the social cognitive career theory emphasizes that career resilience is an important predictor of individual career cognition and career development,and individuals with delayed career resilience development tend to have more negative cognition of adversity.Therefore,this study believes that adversity cognition and career adaptation are two important variables that influence career service on the sense of academic gain.Regrettably,career education starts late in our country,and career service system is not perfect.Research on the sense of academic acquisition is also mainly concentrated in undergraduate college students,and literatures on the sense of academic acquisition and its mechanism are also lacking.Based on this,this study focuses on the core issue of the influence of career service on the sense of academic gain of higher vocational students,introduces two variables,cognition of adversity and career adaptability,and discusses the mechanism of the influence of career service on the sense of academic gain of higher vocational students,in order to provide theoretical basis and practical inspiration for improving the career service of higher vocational students and improving their sense of academic gain.In this study,1,487 vocational students from higher vocational colleges in Anhui,Jiangsu and Shandong were investigated by questionnaire.On the basis of understanding the status quo of vocational students’ career service,cognition of adversity,career adaptability and sense of academic gain,the specific relationship between variables and their mechanism of action were discussed in depth.The main conclusions are as follows:(1)Among higher vocational students,male students’ academic achievement,career service and adversity cognition level are higher than female students.The sense of academic achievement,career service and career adaptability of vocational students with stay-behind experience are significantly lower than those without stay-behind experience.The positive cognition of adversity of freshmen was higher than that of sophomores and juniors.(2)Career service is an external effective support means for higher vocational students to improve their sense of academic gain.Career service can not only affect their sense of academic gain through the independent mediating effect of positive cognition of adversity or career adaptation,but also affect their sense of academic gain through the chain mediating effect of positive cognition of adversity → career adaptation.Negative cognition of adversity plays a moderating role in the first half of the simple mediation model of "career service → career adaptation → sense of academic gain",that is,when individuals have a higher level of negative cognition of adversity,career service will play a higher effect on the career adaptation of higher vocational students.Based on the above conclusions,this study puts forward the following countermeasures and suggestions,based on the personal aspects:(1)improve the learning state,improve the actual gain;(2)Cultivate positive emotions and promote the development of career adaptability;(3)Learn to view adversity dialectically and build a comprehensive cognitive way.Based on the school:(1)standardize the work content of career service workers;(2)Provide targeted services to students with different needs;(3)Improve the career service mechanism and optimize the career service system.