<?xml version="1.1" encoding="utf-8"?>
<article xsi:noNamespaceSchemaLocation="http://jats.nlm.nih.gov/publishing/1.1/xsd/JATS-journalpublishing1-mathml3.xsd" dtd-version="1.1" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance"><front><journal-meta><journal-id journal-id-type="publisher-id">SDME</journal-id><journal-title-group><journal-title>Scientific Development of Modern Education</journal-title></journal-title-group><issn>2998-9027</issn><eissn>2998-9043</eissn><publisher><publisher-name>Art and Technology</publisher-name></publisher></journal-meta><article-meta><article-id pub-id-type="doi">10.61369/SDME.2026050002</article-id><article-categories><subj-group subj-group-type="heading"><subject>Article</subject></subj-group></article-categories><title>深圳高职院校职业规划影响因素的实证研究
—— 基于结构方程模型的路径分析</title><url>https://artdesignp.com/journal/SDME/3/5/10.61369/SDME.2026050002</url><author>殷鸿炜</author><pub-date pub-type="publication-year"><year>2026</year></pub-date><volume>3</volume><issue>5</issue><history><date date-type="pub"><published-time>2026-01-30</published-time></date></history><abstract>本研究以深圳市三所高职院校（深圳职业技术大学、深圳信息职业技术大学、广东新安职业技术学院）350名在校学生为研究对象，采用结构方程模型（SEM）实证检验了市场变化、政府支持、职业能力、人才画像与职业规划之间的因果关系。研究结果为高职院校优化职业规划教育体系提供了实证依据。</abstract><keywords>高职院校,职业规划,影响因素,实证研究</keywords></article-meta></front><body/><back><ref-list><ref id="B1" content-type="article"><label>1</label><element-citation publication-type="journal"><p>[1] Lent, R. W., Brown, S. D., &amp;amp; Hackett, G. (1994). Toward a unifying social cognitive theory of career and academic interest, choice, and performance. Journal of Vocational Behavior, 45(1), 79-122.[2] Fosnot, C. T. (Ed.). (2005). Constructivism: Theory, perspectives, and practice. Teachers College Press.[3] Brown, J. S., Collins, A., &amp;amp; Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42.[4] Rhoades, L., &amp;amp; Eisenberger, R. (2002). Perceived organizational support: A review of the literature. Journal of Applied Psychology, 87(4), 698-714.[5] Saks, A. M., &amp;amp; Ashforth, B. E. (1997). A longitudinal investigation of the relationships between job information sources, applicant perceptions of fit, and work outcomes. Personnel Psychology, 50(2), 395-426.[6] Jayaraman, S., Talib, P., &amp;amp; Khan, A. F. (2018). Integrated Talent Management Scale: Construction and initial validation. SAGE Open, 8(3), 1&amp;ndash;12.[7] Weng, Q., McElroy, J. C., Morrow, P. C., &amp;amp; Liu, R. (2010). The relationship between career growth and organizational commitment. Journal of Vocational Behavior, 77(3), 391&amp;ndash;400.[8] Hu, L., &amp;amp; Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis. Structural Equation Modeling, 6(1), 1-55.[9] Hayes, A. F. (2018). Introduction to mediation, moderation, and conditional process analysis (2nd ed.). Guilford Press.[10] Spencer, L. M., &amp;amp; Spencer, S. M. (1993). Competence at work: Models for superior performance. John Wiley &amp;amp; Sons.[11] Brynjolfsson, E., &amp;amp; McAfee, A. (2014). The second machine age: Work, progress, and prosperity in a time of brilliant technologies. W. W. Norton &amp;amp; Company.</p><pub-id pub-id-type="doi"/></element-citation></ref></ref-list></back></article>
