无边界和多变的职业环境以及竞争激烈的就业市场对大学生提出了挑战。尽管国家开始重视生涯指导，各大高校也积极开展相关工作，但仍然存在生涯指导操作不规范、师资薄弱、内容不够丰富、时间不合理等问题。生涯适应力和可就业能力是大学生适应多变环境的关键能力。可就业能力作为生涯适应的结果变量，缺乏基于生涯建构理论的研究。根据生涯建构的适应模型，我的生涯故事手册作为干预生涯适应力的有效工具，可以通过干预作为适应资源的生涯适应力从而提升作为适应结果的可就业能力。此外，已有研究发现在线辅导可以扩大生涯干预的受众面，团体辅导、个体辅导在多种干预途径中效果最佳。
本研究基于生涯建构理论，使用我的生涯故事手册，采用兼顾团体和个体的在线生涯辅导对北京某高校大学生的生涯适应力和可就业能力进行干预，并对比基于特质因素论的计算机辅助生涯指导和基于生涯建构理论的线下生涯辅导的效果，探索可操作性强的大学生在线生涯辅导方式。本研究选取39名大学生，随机分为实验组、对照组1（面对面组）和对照组2（计算机辅助生涯指导组）。实验组（n=11）实施包含3次团体和1次个体的在线生涯建构辅导，对照组1（n=14）实施包含3次团体和1次个体的线下生涯建构辅导，对照组2（n=14）实施4次基于特质因素论的计算机辅助生涯指导。使用生涯适应力量表、大学生可就业能力量表在干预前、干预后和干预后一个月对三个组进行测量，并在干预后一个月对生涯建构辅导的干预对象进行结构化访谈。采用单因素方差、重复测量方差对三组的前测、后测、追踪测数据进行量化分析。研究结果表明：（1）兼顾团体和个体的在线生涯建构辅导对促进大学生生涯适应力具有显著的即时和持续效果。（2）在线生涯建构辅导对促进大学生可就业能力具有显著的即时和持续效果。（3）在线和线下的生涯建构辅导对大学生生涯适应力和可就业能力的促进效果没有显著差异。（4）在线生涯建构辅导对促进大学生生涯适应力和可就业能力的持续效果显著高于计算机辅助生涯指导。本研究丰富了生涯建构的适应模型在大学生生涯干预中的应用，验证了生涯建构理论在促进大学生适应资源和适应结果上的优越性，并为在线生涯团体辅导的推广和高校生涯指导资源的分配提供了支持。

The boundless and protean work world, alongside the fiercely competitive job market, poses challenges for university students. Despite increasing national attention to career guidance and proactive efforts by universities, there are still problems such as irregular operation, shortage of counselor, narrow content, and unreasonable time. Career adaptability and employability are crucial competencies for university students to adapt to dynamic environments. However, as an outcome variable of career adaptation, employability lacks research based on career construction theory. According to career construction model of adaptation, My Career Story which has been demonstrated to be an effective program for intervening in career adaptability, can enhance employability as an outcome of adaptation by intervening in career adaptability as adaptability resources. Additionally, existing research indicates that online counseling can broaden the audience of career interventions, with group counseling and individual counseling demonstrating optimal effectiveness among various intervention approaches.
Based on career construction theory and using My Career Story, we designed an online career counseling containing group and individual sessions to promote college students' career adaptability and employability, and compared it with a face-to-face career counseling based on same theory and a computer instruction based on trait-and-factor theory to explore a more feasible approach to online career counseling for university students. Thirty-nine college students were randomly assigned to the intervention group, control group 1(face-to-face group), and control group 2(computer-assisted career guidance group). The intervention group (n=11) received three group sessions and one individual session of online career construction counseling, the control group 1 (n=14) received three group sessions and one individual session of offline career construction counseling, and the control group 2 (n=14) received four sessions of computer-assisted career guidance based on trait-factor theory. Pre-intervention, post-intervention, and one-month follow-up measurements of career adaptability and employability were conducted using the Career Adapt-Ability Scale and the University Students Employability Scale for the three groups. Additionally, structured interviews were conducted with participants receiving career construction counseling one month after the intervention. Quantitative analysis of pre-test, post-test, and follow-up data across the three groups was performed using one-way ANOVA and repeated measures ANOVA. Results indicate: (1) The online career construction counseling including group and individual sessions has significant immediate and sustained effects on promoting university students' career adaptability. (2) The online career construction counseling has significant immediate and sustained effects on promoting university students' employability. (3) There is no significant difference in the effectiveness of online and offline career construction counseling on enhancing university students' career adaptability and employability. (4) The sustained effects of online career construction counseling on promoting career adaptability and employability are significantly higher than those of computer-assisted career guidance among university students. This study enriches the application of the career construction model of adaptation in career interventions for university students, confirming the superiority of career construction theory in promoting adaptability resources and adaptation outcomes of university students. Furthermore, it provides support for the promotion of online career group counseling and the allocation of resources for university career guidance.