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父母和教师支持与高中生生涯管理能力：生涯决策自我效能感的中介作用

Parental and Teacher Support and High School Students’ Career Management Competencies: Mediating Role of Career Decision-making Self-efficacy

王华¹, 韩敏敏²

Psychology of China / 2026,8(3): 355-361 / 2026-04-02 19 13

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• Information:

  1．兰州城市学院教育学院，兰州；
  2．陕西师范大学心理学院，西安
  

• Keywords:
  Career management competencies; Autonomy support from parents and teachers; Career decision selfefficacy; Mediating effect
  生涯管理能力; 父母与教师自主支持; 生涯决策自我效能感; 中介效应
• Abstract: This study aims to explore the influence of teacher and parental autonomy support on the career management competency of high school students and its underlying mechanisms. A sample of 370 high school students from three grades in Gansu Province was randomly selected to complete measures including the Perceived Parental and Teacher Autonomy Support Questionnaire, the Career Decision-Making Self-Efficacy Scale, and the Career Management Competency Questionnaire for High School Students. A mediation model was constructed to examine the mediating role of career decision-making self-efficacy in the relationship between autonomy support and career management competency. The main findings are as follows: (1) Students’ perceived autonomy support from teachers and parents, career management competency, and career decision-making self-efficacy were all above average; (2) In terms of autonomy support, twelfth-grade students reported significantly higher levels of perceived parental autonomy support than tenth-grade students. Students who had participated in career planning courses scored significantly higher on perceived teacher autonomy support than those who had not. Moreover, among high school students, those who are only children in their families scored significantly higher on career decision-making self-efficacy than those who are nononly children, and students with leadership experience scored significantly higher than those without such experience; (3) Both teacher and parental autonomy support, as well as career decision-making self-efficacy, had significant positive predictive effects on high school students’ career management competency; (4) Career decision-making self-efficacy partially mediated the relationship between teacher and parental autonomy support and high school students’ career management competency. 本研究旨在探讨教师与父母自主支持对高中生生涯管理能力的影响及其作用机制。采用父母和教师自主支持问卷、生涯决策自我效能感量表以及高中生生涯管理能力问卷，以甘肃省370名高中生为研究对象开展问卷调查，通过构建中介模型，重点考察生涯决策自我效能感在自主支持与生涯管理能力之间的中介效应。主要得出以下结论：（1）学生感知到的教师与父母自主支持、生涯管理能力以及生涯决策自我效能感均处于中等偏上水平；（2）自主支持感知方面，高三学生对父母自主支持的感知显著高于高一学生；参与生涯规划课程的学生对教师自主支持的感知得分显著高于未参与该课程的学生；独生子女高中生在生涯决策自我效能感得分上显著高于非独生子女高中生，有学生干部经历的高中生在生涯决策自我效能感方面显著高于无此经历者；（3）教师和父母自主支持以及生涯决策自我效能感均对高中生的生涯管理能力具有显著的正向预测效应；（4）生涯决策自我效能感在教师和父母自主支持与高中生生涯管理能力的关系中具有部分中介效应。
• DOI: 10.35534/pc.0803055 (registering DOI)
• Cite: 王华, 韩敏敏. (2026). 父母和教师支持与高中生生涯管理能力: 生涯决策自我效能感的中介作用. 中国心理学前沿, 8(3), 355-361.