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ΠΑΝΕΠΙΣΤΗΜΙΟ ΑΙΓΑΙΟΥ ΣΧΟΛΗ ΑΝΘΡΩΠΙΣΤΙΚΩΝ ΕΠΙΣΤΗΜΩΝ ΤΜΗΜΑ ΕΠΙΣΤΗΜΩΝ ΤΗΣ ΠΡΟΣΧΟΛΙΚΗΣ ΑΓΩΓΗΣ ΚΑΙ ΤΟΥ ΕΚΠΑΙΔΕΥΤΙΚΟΥ ΣΧΕΔΙΑΣΜΟΥ. ΜΕΤΑΠΤΥΧΙΑΚΟ ΠΡΟΓΡΑΜΜΑ ΣΠΟΥΔΩΝ: «ΦΥΛΟ ΚΑΙ ΝΕΑ ΕΡΓΑΣΙΑΚΑ ΚΑΙ ΕΚΠΑΙΔΕΥΤΙΚΑ ΠΕΡΙΒΑΛΛΟΝΤΑ ΣΤΗΝ ΚΟΙΝΩΝΙΑ ΤΗΣ ΠΛΗΡΟΦΟΡΙΑΣ». ΔΙΠΛΩΜΑΤΙΚΗ ΕΡΓΑΣΙΑ 2006 - 2007. Θέμα: - PowerPoint PPT Presentation

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  • 2006- 2007: , , - .

    psemfyl05006 : :

  • : , () - ( )() - ( )

    Hall (1976): (protean career)Arthur (1994): (boundaryless career)

    : , () ( , , ) () (, , , , )() , (Greenhaus et al., 2000)

  • & : - (Judge et al.,1995)

    (i) (extrinsic success): , , , , , ( ), -(ii) (intrinsic success): , , , , / , , , , , ..

  • & : ; ! , , , . (when the career is a calling) (Davidson & Caddell,1994. Lips-Wiersma,2002a, 2002b)

  • Shein (1978): career anchor , , , , .Driver (1982): career concept (i) , (ii) , (iii) (iv) .Delong (1982): career orientation (i) , (ii) (iii) .

    Derr (1986): career success orientation , , , Baruch (2004): measures of career success .

  • () ; () ; () ;(IV) ;

    (Kim, 2005): (1) , (2) , (3) /, (4) /, (5)

  • / (job) : , , , :, , (image), , , , , ,

  • & (Gallos,1989) , - - (Powell & Mainiero,1993) : , , ( ). : ( ), , , .

  • Judge et al., 1995: , , , ,

    (Melamed 1996. Seibert et al.,1999. Crant,2000. Schwartz,2002)

    : / (mentoring) (mobility) (employability)

  • : ,

    (1) : Allport, Odbert, Cattell, Eysenck

    (2) Norman, Peabody, Goldberg, Costa & McCrae

  • (3) (3.1.) (Big Seven)

    (3.2.) (Big Five plus two)

    (3.3.) HEXACO: , - (Ashton et al.,2004)

    (3.4.) Saucier, Georgiades, Tsaousis & Goldberg (2005): / / /

  • & Costa & McCrae (1992): ( )Feingold (1994): , , , Hough (1998): ,

    Costa et al. (2001): , Tsaousis (1999). Tsaousis & Kerpelis (2004):

  • - : , : : , & :

  • & /, .

    (Work Personality Index, WPI): / -

    :(i) / (ii) ,

  • () - : , , , , , , , /

    () : , , , ,

  • . :

    () (IQ)

    (B) (EQ)

    (i) (Intrapersonal)(ii) (Interpersonal)

    (..) Salovey & Mayer (1990) . .

  • Mayer & Salovey (1997) () , () , () () .

    Goleman (1998) (i) , (ii) , (iii) , (iv)

    Goleman, Boyatzis & Rhee (2000)

  • Bar-On (1997) / : () , () , () , () , ()

    Wolmarans & Martins (2001) (7) : &

  • : ;() :

    , / .(Bar-On, Goleman)

    () -

    (IQ). (Mayer, Salovey, Caruso)

    ABILITY E.I.TRAIT E.I.

  • & :

    ()

    () ( ) ,

    () :(i) , , , (ii) -, , ,

  • / IQ, , (.Q).H .

  • : (, ,)

    -/

  • & , , /

    ( , Seligman) & - /

  • & / 90% .. /

    Goleman (2000) / : () -, () , () , () -, () , ()

  • : , , / , (Judge et al.,1997), - (= , )Core Self-Evaluations (CSE)

  • - - (-) ( ): (Harter,1990). (Riggs et. al.,1994) ( & , Rotter,1966). , ( , , , , ).

  • - & - (...) (Judgeet al.,2003)., , ... ( ) :() : .() : ( & ).() : , .() : ( , )

  • - & / - ( )

    - -

    .

  • - & / - (i) , (ii) . (i, ii) ( ). - , ( ), , - . ( - ). , , - ;

  • - & / - -, , .

    - : / : (, , ..)

  • - , ,

  • (performance) ;

    () , , , .() ..... , , /. - (, , , ..):

  • : -

  • : , /

    : /

    , ( )

  • () () / , () , - - , .

  • :

    () , () () / , :

    ( & ) .

  • , - ;

    (Smith,2004):(i) (drive)(ii) (control)(iii) (challenge)(iv) (relationships)(v) (rewards)

  • (, ,) *: , , , (, , (Saxena,2005).*(Saxena,2005)

  • - . : , / - (Deci & Ryan, 1980). () () , - . / /.

  • () (=175) = 36,5 , = 9,7 ,: 18-65 (=94) 53,7% (81) 46,3% (141) 80,6% (24) 13,7% (10) 5,7% / (2) 1,1%/ (6) 3,4%/ (51) 29,1%/ - (87) 49,7% (20) 11,4%(9) 5,1% (70) 40,0% (52) 29,7% (32) 18,3% (17) 1,0% (4) 2,3%

  • () (Gattiker & Larwood,1986) ( & , 2007) (, 2007) (Judge, Erez, Bono, & Thoresen,2003) (Ryan,1982)

  • & 1 : , , , - / ; ( ) & : / , / . & : . , . & -: - . & & : (n.s.)

  • t ( )

    VariablesEqual variancesLevenes Test forEquality of Variancet-test for Equality of MeansFSig.tdfSig. (2-tailed)MeanDifferenceStd. ErrorDifference 95% ConfidenceInterval of theDifference Lower UpperProwess/ assumed Heroism not assumed,205,6512,8982,875173162,285,004,0053,453,451,1911,2011,1011,0805,8025,822Introversion/ assumed Melancholia not assumed,324,570-2,991-2,994173169,815,003,003-3,13-3,131,0471,046-5,200-5,198-1,065-1,067 assumed- not assumed,002,9653,0263,026173171,165,003,0033,813,811,2601,2551,3261,3346,2996,290 assumed not assumed,112,738-4,897-4,941173172,839,000,000-4,74-4,74,967,959-6,647-6,630-2,828-2,845 assumed not assumed-,965,3273,5463,559173171,302,001,0003,313,31,934,9311,4691,4765,1575,150

  • : (n.s.) : (n.s.) & : [F(5,151)=3,26, p=0.008], (n.s.) . [F&(14,151)=1,76 , p=0.049.-] .

    , () - . , .2 : ( ) ; (i) , (ii) , (iii) ;

  • Post Hoc - LSDThe mean difference is significant at the ,05 level

  • : &

  • [r(175)=0,302, p=0,000], , [r(175)=0,395, p=0,000], - [r(175)=0,418, p=0,000], / [r(175)=0,258, p=0,001], / [r(175) = -0,188, p=0,013], / [r(175)=0,37, p=0,000], / [r(175) = -0,342, p=0,000] [r(175) = -0,244, p=0,001] , [r(175)=0,581, p=0,000], .

    0,50 - (0,581), / (0,576) / (0,528) . , : (i) / (r= -0,188), (ii) / (r= -0,342), (iii) (r= -0,244) (iv) / (r= -0,187).3 : : (i) , (ii)