Constructing a traction model of college students’ willingness to receive career guidance and employment motivation

In order to better solve the problems of college student’s unwillingness to be employed as well as the difficulty of employment, this paper firstly determines the evaluation indexes of employment guidance and motivation through interviewing college students and experts, constructs the judgment matrix of the evaluation indexes, and carries out consistency test and weight calculation of the judgment matrix by using the fuzzy hierarchical analysis algorithm. Based on the distribution of questionnaires to obtain research data, data analysis software is used to analyze the employment of college students, for example. The data show that the comprehensive evaluation scores of college students’ willingness to accept employment guidance and employment motivation are 3.024433 and 3.468838, respectively, which are between average (3.00) and sound (4.00), indicating that the experts in employment guidance maintain an optimistic attitude towards the evaluation of college students’ willingness to accept employment guidance and employment motivation in this college. The score of female students’ willingness to accept employment guidance (3.68113) is lower than male students’ willingness to accept employment guidance (3.80013), and there is no significant correlation P>0.05. This paper’s research has a significant impact on college students’ employment and sheds light on the employment issue in society.


Introduction
Employment is the most considerable livelihood, and college students' employment is not only related to the career development of graduates but also has an impact on the social reputation of universities and the quality of student sources [1][2].College students are the constant flow of fresh blood needed to promote the transformation and development of economic structure.They are an essential force in promoting the long-term harmonious and stable development of society [3][4].Whether from the perspective of politics, economy, education, or people's livelihood, it is of great significance to steadily promote the current employment of college students [5].However, the current employment situation faces unprecedented challenges [6].
Whether in the group of engineering college students or the group of other disciplines, there is a general lack of rational employment concepts [7][8].There is no right or wrong employment intention for each graduate, but there is a difference between whether it is rational and suitable for their comprehensive conditions [9][10].The current employment view of some college students has a specific error with their actual situation.Firstly, the career expectations are too high, and they are not down-to-earth.Graduates not only have too high expectations of income and treatment but also have the problem of having a high eye on the job content and a single employment goal [11][12].Secondly, unthinkingly follows the trend and unclear self-positioning.More than 70% of the students preferred to prepare for graduate school to improve their qualifications, and some of them were not suitable for or not interested in further professional research.However, they were influenced by the students around them who were "preparing for the exams" and unthinkingly followed the trend [13][14].
Under the environment of exam-oriented education, many college students only pay attention to theoretical knowledge and do not actively understand the employment situation of graduates, which leads to the situation that it is difficult to be qualified for the employment position after graduation and does not meet the current social requirements [15][16].When college students are studying in school, they can understand in advance the requirements of today's society for professionals and the current employment situation of graduates, improve their comprehensive ability in a timely manner so that they have core competitiveness, and can actively choose employment rather than passive employment in the future when they graduate [17][18][19].In order to improve the willingness of college students to accept employment guidance, colleges and universities can consider separating employment guidance separately to build a complete course system specializing in teaching employment-related knowledge [20][21].At the same time, for these courses, teachers, colleges, and universities can hire social workers to come to teach, but also let students with social practice experience participate in this course, with practical experience to accept the employment will of college students some help [22][23].Colleges and universities need to implement the employment policy for college students.They can strengthen the publicity of the employment policy by organizing activities such as the "Employment Knowledge Contest" to improve college students' understanding of the employment policy [24].At the same time, colleges and universities can also publicize the advanced deeds of outstanding employed college students in the form of bulletin boards and other forms of publicity so as to play the role of role models on campus [25].This paper, firstly, after interviewing students and expert teachers, provides a favorable basis for describing college students' employment guidance and motivation as well as formulating evaluation indexes and determining the evaluation index system of college students' employment guidance and motivation.Secondly, the fuzzy hierarchical analysis method is used to construct the structural model of hierarchical analysis of the problem of decision-making based on the order of the general objective, sub-objective, attribute, sub-attribute, program, sub-program, all the way to the specific operational approach, and the weight value of each layer relative to the previous layer of attributes is calculated using the judgment matrix to get the weight of the whole program on the general objective.The Reviewing and evaluating the quality of college students' willingness to receive career guidance and employment motivation from the perspective of college students, especially from the perspective of "customer service," involves a kind of measurement of college students' subjective feelings towards school career guidance, and is a certain degree of quantitative analysis of college students' willingness to receive career guidance, a certain degree of quantitative analysis of this qualitative problem.Therefore, the development of reasonable, comprehensive, and scientific evaluation indexes and contents is the basis of the traction study of college students' willingness to receive career guidance and employment motivation and also the key to the evaluation of service quality.We believe that the evaluation of college students' willingness to receive employment guidance and the quality of employment motivation needs to address 2 key issues: first, the determination of the evaluation indexes of college students' willingness to receive employment guidance and the quality of motivation.The second question is how to determine quantification, weight allocation, and evaluate each evaluation index.With the help of this evaluation index system, the overall evaluation of the current situation of college students' willingness to accept employment guidance and employment motivation is derived.The problems and deficiencies in the current stage of employment guidance are found so as to put forward targeted countermeasures and suggestions, thus promoting the enhancement of college students' employment ability.

Selection of Research Variables
To evaluate the willingness and motivation of college students to receive career guidance, this study applies the service quality gap theory to analyze the willingness and motivation of college students to receive career guidance, precisely, to measure and assess the willingness and motivation of college students to receive career guidance by the difference between the career guidance services that the students expect the school to provide and the services that the school actually provides.The importance of gap analysis lies in the fact that once we identify the gap between expectations and perceptions, we can reflect on the status quo and shortcomings of college students' employment at this stage and then include them in the process of improving the quality level of career guidance and motivation and corrective measures.The method of identifying and finding the gap between expectations and perceptions is the method of gap analysis, and one of the essential research components of service quality gap analysis is to identify the gap between the perception of employment guidance managers on receiving employment guidance and motivation.Therefore, the measurement of expectations and perceptions becomes the focus of this study, and the measurement of it is mainly based on two dimensions, which are "employment service subject" and "employment motivation mechanism."

Determination of the system of evaluation indicators
Based on the literature analysis, this study uses interviews to comment and argue on the evaluation indexes and contents of college students' willingness to accept employment guidance and employment motivation so as to ensure that the results of the measurement of college students' willingness to accept employment guidance and employment motivation are objective and fair and conducive to the improvement of the work.Specifically, the interviews were conducted with the fourth-year graduates and the experts of employment guidance teachers to make necessary and appropriate adjustments and modifications to the evaluation indexes, which is very useful for the establishment of a sound system of evaluation indexes of college students' willingness to accept employment guidance and employment motivation.The interviews are outlined as follows: 1) Basic situation of interviews with senior graduates This study randomly interviewed 10 senior students of a 211, 985 universities with different majors and different genders.The interview time was about 30 to 60 minutes, and the interviews basically covered liberal arts and science and technology.

2) Basic situation of the interviews
The interview outline of the fourth-year graduates is shown in Table 1.The basic information of the expert teachers is shown in Table 2. 10 teachers and counselors engaged in employment guidance work were selected for consultation.The interview outline centered on "the subject of willingness to accept employment guidance," "employment motivation mechanism," and "employment motivation mechanism."The outline of the interviews centered on "the subject who is willing to accept employment guidance," "the mechanism of employment motivation," as well as the concept of employment guidance work, the organization of institutions and personnel, content, and methods, and so on.

3) Evaluation indicators
The evaluation indexes of college students' willingness to receive employment guidance are shown in Table 3, and the evaluation index system of motivation is shown in Table 4.After interviewing students and expert teachers, it provides a favorable basis for describing college students' willingness and motivation to receive employment guidance as well as formulating the evaluation indexes and the evaluation index system of college students' willingness and motivation to receive employment guidance is finally determined.

Academic information A1
Identity information A2

Comprehensive quality A3
Family background A4

Policy information A5
Future expectations A6

Living condition A7
Local development A8

1) Hierarchical structure
Fuzzy hierarchical analysis is simply that it is a combination of hierarchical analysis and fuzzy evaluation method.The fuzzy hierarchical analysis is built on hierarchical analysis.The basic principle of fuzzy hierarchical analysis is to make some relatively complex, fuzzy issues to make decisions quickly.The industry in the systematic analysis of dealing with the economic and social science management level usually has to face the composition of multiple factors, and the factors are interrelated and lack of quantitative data system.Quantitative data is absent from the system.Hierarchical analysis can handle this type of problem, and it offers a more concise and practical modeling method for decision-making and ranking.At the same time, fuzzy hierarchical analysis will be based on the decision-making problem of the general objective, sub-objective, attributes, subattributes, programs, sub-programs to the specific operation of the order to construct the structural model of hierarchical analysis, the use of judgment matrix for each layer relative to the previous layer of attributes of the calculation of the weight value, and finally through the weighted sum of the way the merger, in order to get the whole program on the total objective of the weight, so that the program ranked.
In the Simple Weighted Average (SAW) method, the weighted average of Scenario i A is calculated as follows: The above equation ij r is the scale of proportionality of the attribute values.
If the weight vector is normalized, i.e.: 1 The ratio ij r can then be viewed as the fraction of points that option i A receives on attribute j C , or as a weight in some sense.At this point, vector ( ) 12 , , , can also be viewed as a weight vector that represents the importance of the different options with respect to attribute j C in the same way that vector ( ) 12 , , , n w w w w = represents the importance of the different attributes with respect to the decision problem.Thus, the simple weighted average method can be considered as a method of synthesizing the weights at different levels.

2) Determine evaluation indexes and construct hierarchical models
The fuzzy hierarchical analysis algorithm structure is shown in Figure 1.A fuzzy hierarchical analysis method needs to be used when the decision-making problem for hierarchical classification, in general, can be divided into 3 or more layers.The application is usually divided into 3 layers that are the target layer, the attribute layer, and the program layer.There is a relationship of subordination between the layer and the layer.The primary basis for the relationship of subordination is that the characteristics of the standard content of the upper level have a dominant role in the next level of the factors.The scientificity and effectiveness of the evaluation system are enhanced by the dominant effect of the upper level on the factors of the lower level.

Calculating the composite score 1) Construction of evaluation matrix
Based on the results of expert scaling, construct an evaluation matrix D .

2) Single factor evaluation
According to the obtained evaluation matrix and weight vector, single-factor evaluation is carried out, and the evaluation results we use vector T to represent: T W D = (where: W is the weight vector of the evaluation factors.D represents the evaluation matrix of the evaluation factors.)

3) Comprehensive evaluation
If P denotes the quantitative rubric set consisting of the quantification of each risk level in the rubric set, and 12 ( , , ) , E are the quantitative composite evaluation results, then we have: Evaluation results E is a specific numerical value.The size of the value directly corresponds to the size of the degree of effect of the evaluation object.The smaller the value obtained, the worse the effect.The more significant the value obtained, the better the effect.This paper grades the results of the evaluation of college students' employment guidance and motivation.This study adopts four levels of effect: excellent, good, average, and low, which correspond to four segments of more than 80 points, 71-80 points, 60-70 points, and less than 60 points, respectively.

Reliability testing 1) Reliability test
In this paper, the reliability of the data obtained from the questionnaire is tested.Whether the data is reliable or not is determined by the importance of reliability as a judgment indicator.In this paper, the data obtained from the questionnaire is tested for reliability, and  variable is used in the test process.When the value of  coefficient is smaller, it indicates that the internal reliability of the questionnaire is lower, and when the value of  coefficient is more significant, it indicates that the internal reliability of the questionnaire is higher.Normally,  greater than 0.8 indicates that the data is very reliable.When  it is between 0.6 and 0.8, it indicates that the data is more reliable, and when  it is lower than 0.6, the reliability of the data is to be strengthened, and the questionnaire needs to be further revised to collect data.
The formula for calculating the coefficient of  is as follows: In this paper, the questionnaire data are substituted into the above formula, and the results of the reliability analysis are shown in Table 6.The alpha reliability coefficients of all assessment items are more significant than 0.6, and overall, the alpha reliability coefficient of the assessment of college students' career guidance and motivation is 0.914, which indicates a high degree of reliability.The data is reliable, and the questionnaire design questions are more reasonable.

Hierarchical Single Ordering and Consistency Tests
Hierarchical single ordering is the calculation of the importance comparison between each factor to another critical factor in the previous hierarchy, as well as the calculation of the order between the importance comparison values of the various factors and the edge weights, through which the maximum lightweight value of each judgment matrix and its eigenvectors can be derived.The formula is , where A is the judgment matrix, max  is the maximum eigenvalue of A , W is the eigenvector, and Wi represents the weight value.
The regularized summation method is used to calculate W and max  as follows: 1) First, the judgment matrix columns are normalized, i.e.: After normalization, the sum of each column element is 1.
4) Finally, compute the maximum feature root max The above equation () i AW denotes the i rd element of AW and n is the order.After that, the consistency test is performed.The steps of the test are as follows: Where n is the matrix order and the consistency indicator CI is used to measure the degree of deviation of the matrix A from the matrix formed by the vector W .
6) Define the consistency indicator mean RI : For the interpretation of " 1, 2 n = , 0 RI = ", the matrix of order 1 and 2 are positive and negative matrices of each other, which are always consistent with each other, subject to the influence of the order.

Hierarchical total ordering and consistency test
Hierarchical total sorting is in order to obtain the elements of a layer in the hierarchical structure for the overall goal combination weights and their interactions with the elements of the upper layer.It is necessary to use the results of all the hierarchical single sorting of the layer and then calculate the combination of the elements of the layer weights.This process is known as hierarchical total sorting.This step of hierarchical total sorting needs to be carried out layer by layer from top to bottom.Finally, the relative weights of the elements in the bottom layer, i.e., The priority of the decision-making scheme, are calculated.The hierarchical total sorting of AHP is based on the hierarchical single sorting of the hierarchical analysis method.The process of hierarchical total sorting is roughly the same as the process of hierarchical single sorting.
The formula for hierarchical total ranking is as follows: Where wi denotes weights.CI denotes the consistency indicator.RI denotes the random consistency indicator.CR represents the consistency ratio.

Assignment of weights
According to the index system, using the above scale method, through the expert consultation method, selected this field including college teachers, enterprise school recruiters, government department staff, and other experts, respectively, the importance and accuracy of the indicators were scaled, to get the evaluation of the index weight value, college students to accept the willingness to accept the employment guidance evaluation index weight as shown in Table 8, the employment motivation evaluation index weight value as shown in Table 9, through the fuzzy hierarchical analysis method, it is found that among the indicators of employment guidance and motivation of college students, the weight value of A6 (future expectations) is 0.0912, the weight value of B2 (psychological needs) is 0.0987, the weight value of B7 (self-worth) is 0.0826, and the weight value of B8 (family value) is 0.08875, and other indicators.

Data acquisition
The survey method of this study is an online questionnaire survey, which was distributed, filled out, and recovered through the Questionnaire Star website.The survey is divided into two phases.The first phase of the survey for university students, in April 2021, through the network for the school of 211, 985 university students in different majors issued.The total number of students is about 88, a total of 82 recovered questionnaires.By using polygraph questions to eliminate invalid answers and obtain a valid questionnaire of 80, the effective rate is 90.91%.The survey sample of this study has a large capacity, distributed in all grades and majors, and some of the respondents of the two surveys overlap, which can realize the comparative analysis and the reliability and validity test, and has a solid scientific and reasonable nature.

Data processing
Excel and SPSS19.0 are utilized in this study for data analysis and processing.Among them, the analysis in the third chapter mainly used descriptive statistics to analyze the willingness of college students to accept employment guidance and employment motivation, while in the analysis of the college students were classified statistics and selected the results of which the differences were more obvious were presented in the text.

Comprehensive Evaluation Analysis of Employment Intention and Motivation
In this subsection, on the basis of the known weights of college students' willingness to accept employment and employment motivation, the employment expert scoring method is used to make a comprehensive evaluation of college students' willingness to accept employment and employment motivation so as to reveal the situation of college students' willingness to accept employment and employment motivation in colleges and universities, and to lay the foundation for the construction work of the traction model in the later part of the paper.

Comprehensive evaluation analysis of college students' willingness to receive career guidance
According to the design of the relevant questionnaire, a university college student to accepts the employment guidance willing to carry out a specific evaluation by the ten business experts to evaluate the evaluation index system in the sub-criteria level indicators, comment set for {poor, poor, general, better, good}, comment set corresponding to the rank of the rank-specific scores were {1, 2, 3, 4, 5}, and will be the results of the specific evaluation questionnaire of the ten experts to collate the results to get a specific score As a result, the results of the comprehensive evaluation and analysis of college students' employment intentions are shown in Table 10.The value of each index in the evaluation results is the evaluation of ten experts combined with the specific performance of the internship of higher vocational e-commerce students.That is, in the index of college students' willingness to accept employment guidance, one expert thinks that it is poor, two experts think that it is poor, two experts think that it is general, three experts think that it is better, and two experts think that it is good.Multiply the number of relevant experts by the corresponding evaluation result ordinal value, and finally add up and divide by 10 to find out the average value, that is, the evaluation result value.The solution formula is as follows: ( ) The above formula, i s indicates the evaluation score of the i nd indicator in the evaluation index of college students' willingness to receive employment guidance, 1 By summing up the scores of all the indicators of the student's willingness to receive employment guidance, we get the comprehensive score of the ten experts on the students' willingness to receive employment guidance in a particular university, and the calculation results are as follows: 0.47158 0.77227 0.13568 3.024433 That is, the comprehensive score of the evaluation of college students' willingness to receive employment guidance in a specific college is 3.024433, and its evaluation equivalence is between average and sound, which indicates that the experts in employment guidance maintain an optimistic Constructing a traction model of college students' willingness to receive career guidance and employment motivation 13 attitude towards the evaluation of college students' willingness to receive employment guidance in this college.

Comprehensive evaluation and analysis of college students' employment motivation
According to the design of college students' employment motivation questionnaire, the specific evaluation of college students' employment motivation in a university, the evaluation of the evaluation index system in the sub-criteria level indicators by ten business experts, the comment set is {poor, poor, general, better, good}, the comment set corresponding to the rank-specific scores are {1, 2, 3, 4, 5}.The ten experts on the evaluation of college students' employment motivation scores for collation, to get the scoring results of students' employment motivation evaluation analysis results.College students' employment motivation evaluation analysis results are shown in Table 11.The analysis results of college students' employment motivation evaluation can be solved using the following formula: ( ) The scores of all college students' employment motivation evaluation indexes were accumulated and summed up to get the comprehensive scores of ten experts on the employment motivation of college students in a university, as shown below: That is, the comprehensive evaluation score of college students' employment motivation in a university is 3.468838, and the evaluation grade is between average (3.00) and sound (4.00), which indicates that the ten experts maintain a positive attitude towards the evaluation of college students' employment motivation in this university.

Analysis of college students' willingness to receive career guidance
The primary study is to find out if there is a significant difference between students' characteristics (gender and year of graduation) in their willingness to receive career guidance.The data were tested for normality using SPSS19.0,and the test results showed that they were expected.Therefore, the independent samples t-test can be executed.

Tests of difference in gender
Through the SPSS test of the difference between the means of the two samples of male and female students and the independent samples T-test, the results of the comparison of the differences in the students' willingness to receive career guidance in terms of gender are shown in Figure 2, where (a) ~ (b) are the mean and standard deviation, respectively.The data show that the T-value in the table is 2.244, P=0.003, which is less than 0.05, indicating that there is a significant difference between male and female students' willingness to receive career guidance.It is found by comparing the means: the score of female students' willingness to receive career guidance (3.68113) is lower than the score of male students' willingness to receive career guidance (3.80013).

Empirical Analysis of Employment Motivation of College Students in Universities
Since the process of describing employment motivation is very complex, for different individuals, employment motivation will show significant differences under the action of many factors.It is difficult for a study to exhaust all the differences in employment power, so this section is based on the social cognitive occupational theory and uses the independent samples t-test and one-way analysis of variance (ANOVA) to analyze the differences in employment motivation of college students of local colleges and universities in terms of gender and years of graduation.

Gender differences in employment motivation
In this study, the independent samples t-test was used to analyze the gender differences in the employment power of college students in local colleges and universities.The gender differences in the employment power of college students in local colleges and universities are shown in Table 12, which shows that the overall mean of the employment power of male students is slightly higher than that of female students.However, the employment power of college students is not significantly different by gender (P>0.05), and in terms of the various constituent elements of the employment power, with the exception of B1 and B3, the various male students' mean scores are slightly higher than those of female students.However, except for B6 (T=2.432,P<0.05), the P-value of each item is greater than or equal to 0.05, and there is no significant difference.

Differences in Employment Motivation Graduation Years
In this study, the graduation year is divided into three kinds of graduation years, 2021, 2022, and 2022, and it is proposed to use one-way ANOVA to test the differences in the employment motivation of college students in local colleges and universities in terms of graduation years.First of all, the related data were tested for variance chi-square, and all P-values were more significant than 0.05.Variance chi-square and one-way ANOVA could be performed.The results of the differences in graduation years of employment power of college students in local colleges and universities are shown in Table 13.In terms of the overall employment power of college students in local colleges and universities, the average score of 2021 is the highest, followed by 2023, and 2022 has the lowest score.However, the differences in graduation years of employment power are not significant (P > 0.05), which is also relatively consistent with the conclusions of the previous research.The longer the graduation years, the employment power of the students will be along with the decline.The mean scores of college students in different graduation years differ among the components of employment motivation, with 2021 having the highest scores in each of them and 2023 having the middle and lowest scores except for B4 and B5, which have slightly higher mean scores than 2022.However, the p-values among the components of employment motivation are all greater than 0.05, and there is no significant difference.

Traction Modeling of Employment Intention and Motivation
Based on the results of the above analysis of college students' willingness to receive guidance and employment motivation, we propose a traction model of employment willingness and motivation.
The structure of the traction model of employment willingness and motivation is shown in Fig. 4. In order to better solve the problems of college students' unwillingness to be employed and difficulties in employment in the context of aging.We propose to establish a scientific employment motivation traction model to help college students adapt to society.In order to better solve the problems of unwillingness to work and difficulty in employment in the context of aging, and in order to explore the causes of unwillingness to work or "slow employment" in depth, and considering that the phenomenon of "slow employment" or unwillingness to work will become a potential hazard of many social problems, we propose to establish a scientific traction model of the employment motivation to help college students to adapt to the rapid development of the society, to enhance the motivation of the college students to work and to increase the rate of college students.This study utilizes the PDCA model for the project's problem discovery, analysis, research, planning, management, and summarization, scientifically constructing the college students' employment drive traction model, using the internal and external double-loop cyclic model as the drive traction, and solving the main problems as the main driving force.It makes the quality of problem-solving continuously improve so as to improve the employment problem.
The theoretical basis for model design is goal theory, expectation theory, Maslow's hierarchy of needs theory, and the psychological process analysis theory of human behavior.
Realistic basis: Influencing factors at every stage and at multiple levels, from individual to family to school to society.
Three dimensions of model design: psychological analysis of human behavioral processes, psychological analysis of employment processes, and analysis of external factors affecting employment motivation.
Based on these three dimensions, the internal and external circulation model is designed to find the driving factors from inside and outside, propose the traction mechanism, and break the closed-loop chain in the original problem so as to form a promotion mechanism for college students' willingness to self-employment and entrepreneurship.

Conclusion
In order to improve the employment rate of college students, this paper proposes a traction model of college students' willingness to accept employment guidance and motivation based on the evaluation indexes of college students' willingness to accept employment guidance and motivation.It uses the fuzzy hierarchical analysis algorithm to calculate the weights of the evaluation indexes.On this basis, the willingness of college students to accept employment guidance and motivation is analyzed in the case study.Here are the results of the research: 1) Through the analysis of the comprehensive evaluation of employment willingness and motivation in colleges and universities, the results show that the employment experts' comprehensive evaluation of employment willingness and motivation in this college and university is scored as 3.249403.The overall evaluation grade is in the range between general and better, which indicates that the experts hold a positive attitude towards the evaluation of college students' willingness to accept employment guidance in this college and university.
2) The gender difference test of college students' willingness to receive employment guidance, the score of girls' willingness to receive employment guidance (3.68113) is higher than boys' willingness to receive employment guidance (3.80013), which indicates that girls are more likely to receive employment guidance than boys, probably because girls are less independent and need more employment guidance and help.In contrast, boys are more hands-on and independent.On the other hand, male students have more hands-on ability and independence and are more inclined to solve employment problems through self-efforts.
3) In the analysis of college students' employment cases, it is concluded that the main reason for the employment problems of the target college students is that they are over-ambitious.Their abilities cannot support their dreams, so we hope that by constructing the traction model of employment willingness and motivation, college students will be inspired to accept employment guidance and training with an open mind, start from the grass-roots level, and continuously improve their employment motivation and skills.
number of experts who evaluated the i th indicator as poor, poor, average, sound, and good, respectively, and i w indicates the weight value of each indicator in the evaluation index of college students' willingness to receive employment guidance.

Figure 3 .
Figure 3. Students accept the differences in the number of years of graduation

2 Study on the Employment of College Students in Higher Education 2.1 Acceptance of the system for evaluating willingness and motivation for career guidance
Constructing a traction model of college students' willingness to receive career guidance and employment motivation 3 questionnaire was distributed, filled out, and recovered through the Questionnaire Star website to obtain research data.Statistical analysis software was used to analyze the example of college graduates' employment.Finally, based on the results of college students' employment examples, it is proposed to establish a scientific employment motivation traction model to help college students adapt to the rapid development of society, enhance the motivation for college students' employment, and improve the employment rate of college students.

Table 1 .
An interview outline of a senior graduate

Table 2 .
The basic situation of the expert teacher

Table 3 .
The evaluation index of college students' employment guidance

Table 4 .
Dynamic Evaluation Index system

Calculation of evaluation index weights based on the fuzzy hierarchy method 2.3.1 Constructing judgment matrices
Constructing a traction model of college students' willingness to receive career guidance and employment motivation Scale interpretation, as shown in Table5, qualitative results, is often insufficient for determining the weights between various levels and factors.At this point, the comparison between the factors can be carried out by means of the consistency matrix method, which compares the factors with each other two by two instead of the overall comparison to improve the relativity and reduce the difficulty of comparing different factors, which can effectively improve the accuracy.Experts assess the importance of each indicator within the same level by comparing the scores of multiple factors two by two.The relative importance of each two factors is set between 1-7, and Ci and Ci are used to indicate two comparative factors within the same level.

Table 6 .
Reliability analysis In this paper, the obtained data is tested for reliability.Validity is a vital judgment indicator that indicates whether the data is reliable or not.The validity of the obtained data is tested in this paper, and Table7displays the results of the validity analysis, demonstrating that they are valid.Correcting the data is not necessary.Constructing a traction model of college students' willingness to receive career guidance and employment motivation 9

Table 8 .
The students accept the weight of the evaluation index

Table 9 .
The weight of the job dynamics evaluation index

Table 10 .
Evaluation and analysis of college students' willingness to employment

Table 11 .
Analysis of employment dynamics evaluation of college students

Table 12 .
There is no difference in the employment power of college students

Table 13 .
17nstructing a traction model of college students' willingness to receive career guidance and employment motivation17The difference in the degree of graduation of college students Establishment of a disciplinary system to ensure that companies do not discriminate in employment on the basis of academic qualifications or gender (except in the case of specialized jobs).2. Provide excellent employment policies and conditions for starting a business.3. Enterprises utilize the Internet to innovate new ways of working and recruiting.4. Enterprises adopt new ways of internships to promote employment motivation. 5. Expanding school-enterprise cooperation methods and platforms....... Provide practical training and practice courses, and put the employment and entrepreneurship courses into practice to connect with the society.4. Carry out more school-enterprise cooperation with the society to broaden the employment platform ......The traction model structure of employment will and power Constructing a traction model of college students' willingness to receive career guidance and employment motivation Figure 4.