职业价值观外文翻译

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1、 1 外文翻译 原文 1 The work values of first-year college students: exploring group differences A sample of 3,570 first-year college students were surveyed regarding the factors they deemed most important to their long-term career choice. Students as a whole identified intrinsic interest, high salary, cont

2、ributions to society, and prestige as their 4 most important work values. Additional analyses found men more likely to espouse extrinsic values, women more likely to espouse social values, and students from median parental-income groups more likely to espouse intrinsic values. In light of these resu

3、lts, counselors are encouraged to place a greater emphasis on the role of work values in the decision-making process. Several major career development theorists have recognized that values play an important role in career counseling and in the career decision-making process (Dawis, 2001； Holland, 19

4、97； Super, 1980). Work values refer to what a person wants out of work in general and also which components of a job are important to their work satisfaction (Dawis, 2001； Elizur, 1984). Work values have been viewed as critical to the career counseling process with college students (Luzzo, 2000). Ho

5、wever, empirical studies examining college student work values have been limited with respect to vocational skills and interests. In addition, specific groups of students, such as those in their 1st year who are at a critical point in the career process, have received surprisingly little attention.

6、The purpose of the current study is, therefore, to explore the general work values of 1st-year college students； to determine how these values differ according to gender, race, parental income, and educational aspirations； and to examine how the resulting findings may be applied to career counseling

7、. Recent factor analytic studies have supported a stratified approach to measuring work values whereby values have been organized within four basic dimensions: intrinsic, extrinsic, social, and prestige (Ros, Schwartz, & Surkiss, 1999). Intrinsic values refer to an importance placed on autonomy and

8、interest； social values refer to an importance placed on working with people and making contributions to society； extrinsic values refer to an importance placed on 2 making money and having job security； and finally, prestige values refer to an importance placed on having a prestigious and respected

9、 occupation (Elizur, 1984； Ros et al., 1999). In general, work values have been shown to significantly predict career choice, and the congruence of work values with work environment has been shown to significantly predict job satisfaction and job performance (Guastello, Rieke, & Guastello, 1992； Jud

10、ge & Bretz, 1992； Knoop, 1994； Schulenberg, Vondracek, & Kim, 1993； Vodanovich, Weddle, & Piotrowski, 1997). Research examining differences in work values among specific groups has most often focused on gender, culture, and race. Numerous studies have found that men typically rate values related to

11、prestige, responsibility, and pay as more important than do women. Conversely, women are more likely to rate social values, such as helping others and working with people, higher than do men (Abu-Saad & Isralowitz, 1997； Elizur, 1994； Perrone, Sedlacek, & Alexander, 2001； Singh, 1994). Work value di

12、fferences by race have also been examined in a limited number of studies. Black adolescents tend to place a greater emphasis on extrinsic- and prestige-oriented values, White students tend to place a greater emphasis on social values, and adolescent White men tend to report work values focused on ec

13、onomic rewards and job security (Carter, Gushue, & Weitzman, 1994； Johnson, 2002). In light of this previous research, we hypothesized that there would be significant gender differences and racial differences in work values, with men and Black students more likely to espouse extrinsic values, and wo

14、men and White students more likely to espouse social values. We also examined work value differences among parental income groups and educational aspiration groups. Participants were 3,570 incoming 1st-year students at a large mid-Atlantic university. Of the participants, 2,124 (59.1%) were White, 3

15、71 (10.3%) African American, 478 (13.3%) Asian American, and 189 (5.3%) Latino/a. There were nearly equal numbers of men (1,782, 50%) and women (1,788, 50%). The data were collected from the University New Student Census, a questionnaire addressing a variety of attitudinal, behavioral, and demograph

16、ic variables. With their informed consent, students were administered the survey during a 30-minute time slot during their summer orientation program. The purpose of the survey was to attain, for both research and administrative purposes, a general understanding of the attitudes and behaviors of inc

17、oming students at the university. Ninety-three percent of all incoming 1st-year students completed this questionnaire. 3 men may be more prone to receiving messages that reinforce extrinsically oriented goals such as high anticipated earnings, while women may be more socialized to go into careers re

18、lated to the work values of working with people and contributions to society. Similarly, students whose parents had either lower or higher than average incomes may have been influenced by both the negative and the positive effects of salary on a family environment and thus would have had more extrinsically oriented goals. Author: Duffy. Ryan D， Sedlacek. William E Nationality: USA Originate from: College students (Surveys)Career development 2007(4), 89 100