随着新高考改革的推进，就业形式的日益严峻，学生的生涯发展问题显得愈发重要，而大众对生涯问题的关注度不高是生涯实践者面临的重要阻碍。为了提升学生的生涯发展水平，本研究从生涯探索的意向及行为入手，设计了“情节性职业未来思考”这一干预方案并探究其干预效果。

情节性职业未来思考结合了认知心理学领域中对情节性未来思考的研究范式（i. e. 线索-词语范式）和生涯咨询领域中幻游技术的经典流程（i. e. 典型的一天），二者在干预目标和内容等方面具有较高的相似性。以往研究发现，线索-词语范式可以提升个体对目标和未来的重视度，并且促发基于目标的行为；幻游技术在实践中得到了广泛的运用，但是对其作用效果和作用机制的实证研究较少。本研究以线索-词语范式为基础，结合生涯幻游的流程和以往研究制定干预方案，并根据预实验结果进行修订，确定最终情节性职业未来思考的方案：被试跟随典型的一天的指导语进入假想的未来，并根据线索-词语范式所提供的关键词对特定职业进行想象。干预研究以大学生为被试，用质性、量化结合的方式检验其作用效果。

研究一：本研究邀请大一、大二学生共91名。被试在实验前、实验后和实验两周后三次报告自己的生涯探索意向和生涯探索行为。在实验前，被试被随机分入向往组、中立组和回避组；在实验过程中，向往组被试思考的是自己想从事的职业，中立组被试思考自己不喜欢也不讨厌的职业，回避组被试思考自己不想从事的职业。实验过程中，主试根据被试的组别和所报告的三类职业为被试选定待想象的职业，然后指导被试完成情节性职业未来思考的流程。采用混合测量方差分析对比三个组在实验前后的表现，探究这一方法对生涯探索意向和行为的影响。结果表明，1. 对比前测和后测数据，该方法能提升个体的生涯探索意向，但提升程度不存在组间差异。2. 对比后测和追踪数据，实验结束两周后三组的探索意向均回落。3. 对比前测与追踪数据，只有向往组个体的生涯探索意向有提升，而且当前方法可能无法提升个体的生涯探索行为。

研究二：使用扎根理论的方法对研究一中的访谈资料进行分析，探究被试在情节性职业未来思考中的体悟。结果发现：初级编码包括“情绪”、 “评估”、“态度”和 “生涯意向”。三组被试均报告了生涯探索意向的提升，尤其是想要进一步了解职业和行业；除此之外，三组被试提升生涯探索意向的过程不同：向往组产生了更丰富的情绪反应，对职业的态度更明确，并且想提升自己。中立组和回避组在干预过程中产生了更多评估过程，感知到的情绪类别不丰富，情绪强度也较低。中立组对更多职业抱有了开放态度，想寻找与自己匹配的职业，而回避组对职业的态度变化方向存在个体差异，部分被试想通过提升自己回避不想要的职业未来。此外，参与者主动报告了自己的收获，说明在参与者们的感知中，该干预能带给人收获。

研究三：将一次性的干预改为多次干预，增加了思考的职业；探究该方法对生涯探索行为的影响。61名大一学生完成了本次研究，其中对照组27人，干预组34人。研究结果发现：干预组被试在参加期间提升了生涯探索行为水平，且效果延续到实验两周后；干预对提升信息搜索频率、环境探索行为的提升效果较好，对提升自我探索行为和意向-系统探索行为的效果较差。此外研究三对研究二的发现进行了量化验证，发现在干预的过程中个体会对自身掌握的职业信息进行评估，并且改变自己的生涯决定性。

The revolution of the college entrance examination and the tough job market make career to be a hot topic, while the public tend to underestimate the importance of career issues. To facilitate students’ career development, the current study designed an intervention named episodic career future thinking to improve individual’s career exploration intention and career exploration behaviors.

Episodic career future thinking combines the research paradigm of episodic future thinking in the field of cognitive psychology (i.e., clue word paradigm) and the classic process of fantasy travel technology in the field of career counseling (i.e., a typical day), due to the similarity in the objective and procedure of the intervention. Previous studies have found that the cue-word paradigm could attach great importance to the personal goal and future life, which in turn promotes goal-directed behavior. On the other hand, fantasy technology has been widely used in practice, but there are few empirical studies on its effect and mechanism. On the basis of cue-word paradigm, a typical day and previous researches, this study developed an intervention plan, revised it according to the results of pilot study and then tested its effect. The procedure was following: participants followed the guidance of a typical day to enter the imaginary future, and imagined specific aspects of a career life according to the keywords. In the intervention study, college students were selected as subjects, and the effect was tested by qualitative and quantitative methods.

Study 1: The participants reported their intentions and behaviors of career exploration three times (i.e., before, after and two weeks after the intervention). Before the experiment, the participants were randomly divided into the approaching group, the neutral group and the avoidance group. During the experiment, participants in the approaching group thought about occupations they wanted to pursue, those in the neutral group thought about occupations they  neither like nor hate, and those in the avoidance group thought about occupations they did not want to pursue. In the course of the experiment, the experimenter selected the occupation to be imagined for the participants according to the predetermined group of the participants and the three reported occupations, and then guided the participants to complete the experiment. The mixed measurement analysis of variance (MANOVA) was conducted to compare the performance of the three groups before and after the experiment to explore the influence of the intervention plan on the intention and behavior of career exploration. By comparing the pre-test and post-test data, the intervention could improve one’s career exploration intention in all the three groups. When comparing the post-test and follow-up data, the exploration intention of the three groups all fell back two weeks after the end of the experiment. Comparing the pre-test data with the follow-up data, only individuals in the approaching group have improved their career exploration intention, and the current method may not be able to improve individual career exploration behavior.

Study 2: To understand subjective feelings of participants toward the intervention, Study 2 used the grounded theory to analyze the texts of interviews with participants in study 1. The primary code includes: emotional response, evaluation process, attitude towards occupation and career, and career exploration intention. Participants in all three groups reported an increase in their intentions to explore careers, especially to learn more about careers and industries. The process of the three groups of subjects' intention to improve their career exploration was different: the approaching group produced richer emotional responses, had a clearer attitude towards the career, and wanted to improve themselves. The neutral group and the avoidance group evaluated more during the intervention, with less variety of perceived emotions and lower intensity of emotions. The neutral group was open to more occupations and wanted to find the occupations that matched them. The attitude towards the occupations changed in the avoidance group, while the individual difference existed in the changed directions. Some of participants were eager to avoid the undesirable career future by improving themselves. In addition, participants voluntarily reported their gains, indicating that the intervention was perceived to be rewarding.

Study 3: On the basis of previous studies, Study 3 changed the one-time intervention into multiple times and added one more thinking object. The results showed that participants in the intervention group improve the level of career exploration behavior and the effect lasted in the following two weeks. The intervention was more effective for environmental exploration and information search behaviors, but was not so influential for self-exploration and intention-systematic exploration. Besides, this experiment validated the findings in Study 2 that individuals would evaluate the occupational information and change their career decidedness during the intervention.