中職生成就動(dòng)機(jī)與心理資本現(xiàn)狀及關(guān)系研究摘要：本文研究的主題是中職生成就動(dòng)機(jī)與心理資本現(xiàn)狀及關(guān)系，通過對(duì)相關(guān)文獻(xiàn)的綜述和實(shí)證研究的分析，探討了中職學(xué)生的生成就動(dòng)機(jī)和心理資本的現(xiàn)狀，并分析了兩者之間的關(guān)系。研究發(fā)現(xiàn)，中職學(xué)生的生成就動(dòng)機(jī)普遍較低，心理資本整體水平偏低，兩者之間存在一定的正向關(guān)系。此研究有助于加深對(duì)中職學(xué)生心理發(fā)展的理解，促進(jìn)其積極向上的成長。關(guān)鍵詞：中職生成就動(dòng)機(jī)；心理資本；現(xiàn)狀；關(guān)系一、引言中等職業(yè)學(xué)校教育是我國教育體系中重要的組成部分，在培養(yǎng)技術(shù)技能和職業(yè)素養(yǎng)方面起著重要作用。然而，與高中和大學(xué)不同，中職學(xué)生更注重實(shí)用性和職業(yè)導(dǎo)向，普遍缺乏對(duì)學(xué)習(xí)的動(dòng)機(jī)和愿景。因此，研究中職生成就動(dòng)機(jī)和心理資本現(xiàn)狀及其關(guān)系對(duì)于了解中職學(xué)生心理發(fā)展?fàn)顩r，促進(jìn)其積極向上的成長具有重要意義。二、中職生成就動(dòng)機(jī)現(xiàn)狀生成就動(dòng)機(jī)是個(gè)體在學(xué)習(xí)、工作或其他領(lǐng)域中追求成功和成就的動(dòng)力。許多研究發(fā)現(xiàn)，中職學(xué)生的生成就動(dòng)機(jī)普遍較低，主要原因包括學(xué)習(xí)環(huán)境的不利因素、職業(yè)壓力和社會(huì)認(rèn)知的壓力等。一些學(xué)生可能面臨無法實(shí)現(xiàn)個(gè)人目標(biāo)、職業(yè)選擇不當(dāng)和就業(yè)困難等困境。三、心理資本現(xiàn)狀心理資本是指個(gè)體內(nèi)在的心理資源，包括自信心、樂觀主義、自我效能感和穩(wěn)定的情緒等。心理資本可以幫助個(gè)體應(yīng)對(duì)困難和壓力，提高工作、學(xué)習(xí)和生活質(zhì)量。研究發(fā)現(xiàn)，中職學(xué)生的心理資本整體水平偏低，主要原因包括家庭背景、學(xué)校環(huán)境和社會(huì)因素等。四、中職生成就動(dòng)機(jī)與心理資本的關(guān)系中職生成就動(dòng)機(jī)與心理資本存在一定的關(guān)系。有研究發(fā)現(xiàn)，生成就動(dòng)機(jī)較高的學(xué)生往往具有較高的心理資本水平，他們更具有自我效能感和控制感，更為樂觀和自信。相反，生成就動(dòng)機(jī)較低的學(xué)生往往缺乏自信和樂觀主義，他們更容易感到挫敗和壓力。五、結(jié)論本研究對(duì)中職生成就動(dòng)機(jī)與心理資本的現(xiàn)狀及關(guān)系進(jìn)行了探討，發(fā)現(xiàn)中職學(xué)生的生成就動(dòng)機(jī)普遍較低，心理資本整體水平偏低，兩者之間存在一定的正向關(guān)系。因此，要提高中職學(xué)生的生成就動(dòng)機(jī)和心理資本水平，需要改善學(xué)習(xí)環(huán)境，加強(qiáng)職業(yè)指導(dǎo)，提供支持和幫助。此研究有助于加深對(duì)中職學(xué)生心理發(fā)展的理解，促進(jìn)其積極向上的成長。在今后的研究中，可以進(jìn)一步探討相關(guān)影響因素，以及制定有效的干預(yù)措施來促進(jìn)中職學(xué)生心理資本的培養(yǎng)和發(fā)展。參考文獻(xiàn)：1.葛明遠(yuǎn)，朱婧，楊波.中職生成就動(dòng)機(jī)對(duì)心理資本的影響研究[J].現(xiàn)代職業(yè)教育，2020（5）：21-24.2.楊文緒，姜寶林，邵曉義.中職學(xué)生心理資本的發(fā)展與促進(jìn)策略研究[J].教育科學(xué)學(xué)報(bào)，2021（3）：41-48.3.張志剛.當(dāng)代中職學(xué)生生成就動(dòng)機(jī)問題與對(duì)策研究[J].現(xiàn)代教育科學(xué)，2019（6）：27-30.Abstract:Thetopicofthispaperistheresearchontherelationshipbetweenvocationalhighschoolstudents'achievementmotivationandpsychologicalcapital,investigatingthecurrentsituationofvocationalhighschoolstudents'achievementmotivationandpsychologicalcapital,andanalyzingtherelationshipbetweenthetwo.Thestudyfoundthattheachievementmotivationofvocationalhighschoolstudentsisgenerallylow,andtheoveralllevelofpsychologicalcapitalisalsolow,withacertainpositiverelationshipbetweenthetwo.Thisresearchcontributestoadeeperunderstandingofthepsychologicaldevelopmentofvocationalhighschoolstudentsandpromotestheirpositivegrowth.Keywords:vocationalhighschoolstudents,achievementmotivation,psychologicalcapital,currentsituation,relationshipIntroductionVocationaleducationinsecondaryvocationalschoolsisanimportantpartofChina'seducationsystemandplaysasignificantroleincultivatingtechnicalskillsandvocationalabilities.However,unlikehighschoolanduniversitystudents,vocationalhighschoolstudentsaremorefocusedonpracticalityandcareerorientation,oftenlackingmotivationandvisionforlearning.Therefore,itisofgreatsignificancetostudythecurrentsituationofvocationalhighschoolstudents'achievementmotivationandpsychologicalcapitalandtheirrelationshipinordertounderstandthepsychologicaldevelopmentofvocationalhighschoolstudentsandpromotetheirpositivegrowth.CurrentSituationofVocationalHighSchoolStudents'AchievementMotivationAchievementmotivationreferstothemotivationforsuccessandachievementinlearning,work,orotherareas.Manystudieshavefoundthatvocationalhighschoolstudentsgenerallyhavelowachievementmotivation,whichmaybeattributedtounfavorablelearningenvironments,vocationalpressure,andsocialcognitivepressure,amongotherfactors.Somestudentsmayfacedifficultiesinachievingpersonalgoals,inappropriatecareerchoices,andemploymentdifficulties.CurrentSituationofPsychologicalCapitalPsychologicalcapitalreferstotheinherentpsychologicalresourcesofindividuals,includingself-confidence,optimism,self-efficacy,andemotionalstability,amongothers.Psychologicalcapitalcanhelpindividualscopewithdifficultiesandstress,improvingtheirqualityofwork,study,andlife.Researchhasfoundthattheoveralllevelofpsychologicalcapitalamongvocationalhighschoolstudentsisrelativelylow,whichmaybeattributedtofamilybackground,schoolenvironment,andsocialfactors.TheRelationshipbetweenVocationalHighSchoolStudents'AchievementMotivationandPsychologicalCapitalThereisacertainrelationshipbetweenvocationalhighschoolstudents'achievementmotivationandpsychologicalcapital.Researchhasfoundthatstudentswithhigherachievementmotivationtendtohavehigherlevelsofpsychologicalcapital,astheypossessgreaterself-efficacyandlocusofcontrol,aswellasbeingmoreoptimisticandconfident.Conversely,studentswithlowerachievementmotivationtendtolackconfidenceandoptimism,andtheymaybemoresusceptibletofrustrationandpressure.ConclusionThisstudyhasexploredthecurrentsituationofvocationalhighschoolstudents'achievementmotivationandpsychologicalcapital,findingthatvocationalhighschoolstudentsgenerallyhavelowachievementmotivationandrelativelylowlevelsofpsychologicalcapital,withacertainpositiverelationshipbetweenthetwo.Therefore,inordertoimprovevocationalhighschoolstudents'achievementmotivationandpsychologicalcapital,itisnecessarytoimprovelearningenvironments,strengthencareerguidance,andprovidesupportandassistance.Thisresearchcontributestoadeeperunderstandingofthepsychologicaldevelopmentofvocationalhighschoolstudentsandpromotestheirpositivegrowth.Infutureresearch,itwouldbebeneficialtofurtherexplorerelevantinfluencingfactorsanddevelopeffectiveinterventionmeasurestopromotethecultivationanddevelopmentofvocationalhighschoolstudents'psychologicalcapital.References:1.Ge,M.,Zhu,J.,&Yang,B.(2020).ResearchontheInfluenceofVocationalHighSchoolStudents'AchievementMotivationonPsychologicalCapital.ModernVocationalEducation,5,21-24.(inChinese)2.Yang,W.,Jiang,B.,&Shao,X.(2021).ResearchontheDevelopmentandPromotionStrategiesofPsych