在文獻分析基礎上,以Holland(1997)職業理論和社會認知生涯理論為理論依據,結合國內高中生生涯活動的實際情況,編制了高中生生涯學習經驗問卷。驗證性因素分析結果表明,該問卷屬于多維度因素結構,包含Holland六種生涯領域學習經驗分問卷,每種分問卷包括成就表現、口頭勸服、替代學習和積極情緒喚起等四個學習經驗。信效度檢驗結果表明,該問卷多維構念合理,擬合良好,具備良好的內部一致性信度和構念效度。以中國個人球形職業興趣量表簡版中的生涯自我效能分量表為關聯效標,發現在每種生涯領域下的生涯學習經驗與生涯自我效能感都顯著正相關,支持了量表的實證效度。該問卷可以作為我國高中生生涯學習經驗的測量工具。

Based on Holland’s(1997) Theory and the Social Cognitive Career Theory, we developed the Career Learning Experiences Questionnaire for Chinese high school students. Confirmatory factor analysis showed that, the questionnaire has a multi-dimensional factor structure, included four learning experiences(performance accomplishments, vicarious learning, verbal persuasion, and emotional arousal) that might occur in each of Holland’s(1997) six RIASEC domains. The reliability and validity of the questionnaire were good. Criterion related validity was achieved by correlations with the career self-efficacy subscales of the Personal Globe Inventory-short in China. The result indicated that career learning experiences was significantly correlated to career self-efficacy in each of Holland’s RIASEC themes. This questionnaire could be used as a tool for measuring the high school students’ career learning experiences in China.