بررسي اثربخشي طراحي مسيرشغلي بر رشد مسير شغلي و اشتياق تحصيلي دانشجويان

The Effect of Career Design on Career Development and Academic Engagement of Students

مقدمه: از جمله رسالت­هاي خطير آموزش عالي، مسوليتي اجتماعي براي ارتقاي شناخت در جامعه است، كه شامل ابعاد اجتماعي، اقتصادي و فرهنگي مي ­باشد. آموزش عالي مي­ بايست با تربيت نيروي متخصص و آماده­ سازي آنان براي ورود به دنياي كار، به ارتقاي كيفيت نيروي انساني بپردازد. هدف اصلي در اين پژوهش بررسي اثربخشي طراحي مسيرشغلي بر رشد مسيرشغلي و اشتياق تحصيلي دانشجويان بود. روش ­كار: اين پژوهش نيمه ­تجربي با طرح پيش آزمون و پس آزمون با گروه گواه بر روي يك نمونه 30 نفري از دانشجويان دانشگاه اصفهان طراحي و اجرا گرديد. شركت كنندگان در گروه آزمايش طي شش جلسه به صورت گروهي تحت آموزش طراحي مسيرشغلي قرار گرفتند. براي جمع آوري داده ها از پرسشنامه رشد مسيرشغلي (CDI-A-SF) و اشتياق تحصيلي استفاده شد، داده ها به روش تحليل كواريانس تحليل شد. يافته­ ها: نتايج نشان داد، آموزش برنامه طراحي مسيرشغلي در افزايش ميزان رشد مسيرشغلي و اشتياق تحصيلي دانشجويان موثر است. نتيجه­ گيري: با آموزش برنامه طرح ­ريزي مسيرشغلي ميتوان اميدوار بود كه دانشجويان با اشتياق بيشتري دوران تحصيل را پشت سربگذارند، در عين حال فرايند مسيرشغلي خود را به صورت مطلوبي طي كرده و در اين مسير با آگاهي از ارزشها، علايق و توانمنديهاي خويش با جرات و شهامت بيشتري اقدام به تصميم گيريهاي شغلي نمايند

Introduction: One of the major missions of higher education is social responsibility that promote social, economic and cultural dimensions of cognition in society. Higher education should be provided by specialist training for preparing them to enter the world of work to improve the quality of manpower. The present study was designed to investigate the effect of training career design on career development and students' educational engagement in students of Isfahan University. Methods: This study is a semi-experimental study with designing pre-test and post-test with control group. The study population includes students of Isfahan University. Initially the students were invited to participate in the training program with voluntary sampling and then 30 people out of the volunteers were randomly selected and placed in two groups. Participants in the experimental group were trained in a group with training program career design and the control group received no intervention. To collect data, career development inventory Australia short form (CDI-A-SF) and educational engagement questionnaire were used. Data were analyzed using covariance analysis. Results: The results showed that training career design is effective in increasing students’ career development and students' academic engagement. Conclusion: So, with the implementation of career design, one can hope that students are more engagement about the course of study, and at the same time, the process has progressed well, and on this path with the knowledge of values, their interests and abilities will make more courageous decisions.