簡易檢索 / 詳目顯示

回結果列表
研究生： 黃子倫
Tsu-Lun Huang
論文名稱：
EVALULATING RELATIONS OF SOCIAL-COGNITIVE VARIABLES AND PERSONALITY TO ACADEMIC SATISFACTION: UTILITY FOR TAIWANESE UNDERGRADUATES IN SCIENCE AND ENGINEERING
指導教授： 田秀蘭
Tien, Hsiu-Lan
學位類別： 碩士
Master
系所名稱： 教育心理與輔導學系
Department of Educational Psychology and Counseling
論文出版年： 2010
畢業學年度： 98
語文別： 英文
論文頁數： 147
英文關鍵詞： Social Cognitive Career Theory, Big Five personality, self-efficacy, academic satisfaction
論文種類： 學術論文
相關次數： 點閱：195  下載：3 
分享至:
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報

    • The purpose of the study was to verify the appropriateness of Social Cognitive Career Theory (SCCT) applying to undergraduates in Science and Engineering in Taiwan. In addition, the author extended the empirical literature on SCCT by examining the personality, social-cognitive variables (self-efficacy, interest, performance), and academic satisfaction. Specifically, this study examined (1) the differences between females and males in the measured variables, (2) the relations between the measured variables, (3) the predictors of academic satisfaction, and (4) the appropriateness of the purposed model based on the SCCT. Participants were 440 undergraduates majoring in Science and Engineering. They completed the NEO-FII, the Realistic and Investigative domains of CII, and three self-designed scales, which are Confidence in Science and Engineering Scale, Performance Scale, and Academic Satisfaction Scale in relation to Science and Engineering major. Data collected were analyzed by MANOVA, Pearson’s Product-Moment Correlation, multiple regression, and SEM. The findings indicated that (1) there were significant gender differences in personality, interest, performance and academic satisfaction, (2) the intercorrelations between certain measured variables were significant, (3) personality, self-efficacy, interests, and performance could effectively predict the academic satisfaction of undergraduates in Science and Engineering, and (4) the modified model based on the SCCT was partially supported by the data in this study. Implications for practice and further research on the SCCT model as well as the role of the measured variables were discussed.

    TABLE OF CONTENTS ACKNOWLEDGEMENTS ii ABSTRACT iii LIST OF TABLES viii LIST OF ILLUSTRATIONS xi Chapter 1 Introduction 13 1.1 Research Background, Motivation, and Purpose 13 1.2 Research Questions and Research Hypotheses 19 1.3 Terminologies 22 Chapter 2 Literature Review 25 2.1 Social Cognitive Career Theory (SCCT) 25 2.2 Five-Factor Model of Personality (FFM) 37 2.3 Holland’s Vocational Theory 45 2.4 Academic Satisfaction and Related Studies 50 Chapter 3 Method 53 3.1 Research Model 53 3.2 Participants 54 3.3 Instruments 58 3.4 Data Analyses 85 Chapter 4 Results 87 4.1 Preliminary Analysis 87 4.2 Differences between Females and Males in Measured Variables 87 4.3 Correlation of Measured Variables 92 4.4 Predicting Academic Satisfaction by Multiple Regression Analyses 96 4.5 Verifying Relations between Social-Cognitive Variables and 99 Academic Satisfaction by SEM 99 Chapter 5 Discussion 109 5.1 Measured Differences between Female and Male Undergraduate 109 in Science and Engineering 109 5.2 Relations among Measured Variables of Undergraduates in Science and Engineering 112 5.3 Variables Predicting Academic Satisfaction of Undergraduates 113 in Science and Engineering 113 5.4 Path Model of Academic Satisfaction for Undergraduates in Science and Engineering 114 Chapter 6 Conclusion 117 6.1 Summary 117 6.2 Implications 123 Reference 127 Appendix Appendix 1 Written Consent of NEO-FII in Chinese 135 Appendix 2 Pilot Scale 136 Appendix 3 Formal Scale 140 LIST OF TABLES Table Table 3-1 Distribution of Participants in Pilot Study 55 Table 3-2 Distribution of Participants in Formal Study 56 Table 3-3 Distribution of NEO-FFI Items 60 Table 3-4 Item Analysis of Confidence in Science and Engineering Scale 63 Table 3-5 Correlation Coefficient Matrix of Confidence in Science and Engineering Scale 64 Table 3-6 Distribution of the items of Confidence in Science and Engineering Scale 64 Table 3-7 Estimated Parameters of Confidence in Science and Engineering Scale 67 Table 3-8 Summary of Goodness of Fit of Confidence in Science and Engineering Scale 67 Table 3-9 Item Analysis of Academic Performance Scale 71 Table 3-10 Correlation Coefficient Matrix of Academic Performance Scale 72 Table 3-11 Distribution of the items of Academic Performance Scale 72 Table 3-12 Estimated parameters of Academic Performance Scale 73 Table 3-13 Summary of Goodness of Fit of Academic Performance Scale 74 Table 3-14 Item Analysis of Academic Satisfaction Scale 78 Table 3-15 The distribution of the items of Academic Satisfaction Scale 79 Table 3-16 Correlation Coefficient Matrix of Academic Satisfaction Scale 80 Table 3-17 Estimated Parameter of Academic Satisfaction Scale 82 Table 3-18 Summary of Goodness of Fit of Academic Satisfaction Scale 82 Table 4-1 Means and Standard Deviations for Each of the Dimensions of Personality Trait between Males and Females 88 Table 4-2 Means and Standard Deviations for Each of the Dimensions of Self-Efficacy between Males and Females 89 Table 4-3 Means and Standard Deviations for Each of the Dimensions of Interest between Males and Females 90 Table 4-4 Performance as a Function of Student Gender 90 Table 4-5 Means and Standard Deviations for Each of the Dimensions of Academic Satisfaction between Males and Females 91 Table 4-6 Means, Standard Deviations, and Correlations Among Predictors and Criterion Variables 98 Table 4-7 ANOVA Table for Multiple Regression Analysis 99 Table 4-8 Summary of Multiple Regression Analysis for Variables Predicting Academic Satisfaction Among Students in Science and Engineering 99 Table 4-9 Estimated Parameter of Original Model for Students in Science and Engineering 102 Table 4-10 Summary of Goodness of Fit of Original Model 104 Table 4-11 Summary of Goodness of Fit of Modified Model 104 Table 4-12 Estimated Parameter of Modified Model for Students in Science and Engineering 105 Table 4-13 Comparison of Original Model and Modified Model 107

    Ackerman, P. L., & Beier, M. E. (2003). Intelligence, personality, and interests in the career choice process. Journal of Career Assessment, 11, 205-218.
    Ackerman, P. L., & Heggestad, E. D. (1997). Intelligence, personality, and interests: Evidence for overlapping traits. Psychological Bulletin, 121, 219-245.
    Allport, W. G. (1937). The functional autonomy of motives. American Journal of Psychology, 50, 141-156.
    Allport, W. G., & Odbert, H. S. (1936). Trait names: A psycho-lexical study. Psychological Monographs, 47, (1 Whole No. 211).
    Bagozzi, R. P., & Yi, Y. (1988). On the evaluation of structural equation models. Journal of the Academy of Marketing Science, 16, 74-94.
    Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychology Review, 84, 191-215.
    Bandura, A. (1997), Self-efficacy: The exercise of control. New York: Freeman.
    Belcheir, M. J. (1999). Satisfaction with College as Viewed by BSU and Other Four-year College Students. (ERIC Document Reproduction Service No. ED 443341)
    Betz, N. E., & Hackett, G. (1981). The relationship of career-related self-efficacy expectations to perceived career options of college women and men. Journal of Counseling Psychology, 28(5), 399-410.
    Betz, N. E., Harmon, L., & Borgen, F. (1996). The relationships of self- efficacy for the Holland themes to gender, occupational group membership, and vocational interests. Journal of Counseling Psychology, 43, 90-98.
    Betz, N. E., & Schifano, R. (2000). Evaluation of an intervention to increase Realistic self-efficacy and interests in college students. Journal of Vocational Behavior, 56, 35-52.
    Binner, P.M., Dean, R.S., & Millinger, A.F. (1994). Factors underlying distance learner satisfaction. The American Journal of Distance Education, 4, 232-238.
    Brown, S.D., Tramayne, S., Hoxha, D., Telander, K., Fan, X., & Lent, R.W. (2008). Social cognitive predictors of college students’ academic performance and persistence. A meta-analytic path analysis, Journal of Vocational Behavior, 72, 298-308.
    Cattell, R. B. (1943). The description of personality: Basic traits resolved into clusters. Journal of Abnormal and Social Psychology, 38, 476-506.
    Chang, C.-H. (1991). Modern psychology. Taipei: Tung-Wha.
    Chang, C.-H. (2002). 張氏心理學辭典. Taipei: Tung-Wha.
    Chang, C.-H. (2006, September 28). 近半數大學生學非所願. The United Daily News, pp. C8.
    Chen, H. (2005). The Relationship between Personality Traits and Vocational Interests for College Students (Unpublished master’s thesis). Da-Yeh University, Changhua.
    Chen, S.-C. (1999). The relationship among the career self-efficacy, outcome expectations, career interests and career choices of college students in science and engineering (Unpublished master’s thesis). National Kaohsiung Normal University, Kaohsiung.
    Chou, H.-Y. (1999). The effects of personality and organization tactics on organization Commitment for overseas assignments-Evidence from the expatriate of Mainland China jobs (Unpublished master’s thesis). National Sun Yat-sen University, Kaohsiung.
    Chuang, Y., & Lee, W. (2001). 兒童性格研究：五大模型本土化檢驗. Chinese Journal of Psychology, 1, 65-82.
    Costa, P. T., Jr. & McCrae, R. R. (1985). The NEO personality inventory manual. Odessa, FL: Psychological Assessment Resources.
    Costa, P. T., Jr. & McCrae, R. R. (1992). NEO PI-R professional manual. Odessa, FL: Psychological Assessment Resources.
    Danielson, C. (1998). Is satisfying college students the same as decreasing their dissatisfaction? (ERIC Document Reproduction Service No. ED 422812).
    DeShields, O. W. Jr., Kara, A., & Kaynak, E. (2005). Determinants of business student satisfaction and retention in higher education: Applying Herzberg’s two factor theory. The International Journal of Educational Management, 19, 128-139.
    DeWitz, S. J., & Walsh, W. B. (2002). Self-efficacy and college student satisfaction. Journal of Career Assessment, 10, 315-326.
    Ducharme, L., & Martin, J. (2000). Unrewarding work, coworker support, and job satisfaction: a test of the buffering hypothesis. Work and Occupations, 27, 223-243.
    Fang, P.-S. (2009). 基本性格、職業興趣、及人境適配度對大學生職業生涯規劃之影響(Unpublished master’s thesis). Fo Guang University, Yilan.
    Fiske, D.W. (1949). Consistency of the factorial structures of personality ratings from different sources. Journal of Abnormal Social Psychology, 44, 329-344.
    Gade, E. M., Fuqua, D., & Hurlburt, G. (1984). Use of the self-directed search with Native American high school students. Journal of Counseling Psychology, 31, 584-587.
    Galton, F. (1884). Measurement of character. Fortnightly Review, 36, 179-185.
    Goldberg, L. R. (1981). Language and individual differences: The search for universals in personality lexicons. In L. Wheeler (Ed.), Review of Personality and Social Psychology, Vol. 2. Beverly Hills, CA: Sage.
    Hackett, G., & Betz, N. E. (1981). A self-efficacy approach to the career development of women. Journal of Vocational Behavior, 18, 326-339.
    Han, C. J. (2002). A study on the relationships among the role stress, personality traits, and job satisfaction of the teachers, as student affair jobs (Unpublished master’s thesis). National Changhua University of Education, Changhua.
    Hartman, R. and Betz, N. E. (2007). The five factor model and career self-efficacy: General and domain specific relationships. Journal of Career Assessment, 15, 145-161.
    Hermann, K., & Betz, N. E. (2006). Path models of the relationships of instrumentality, social self-efficacy, and self-esteem to depression and loneliness. Journal of Social and Clinical Psychology, 25, 1086-1106.
    Holland, J. L. (1973). Making vocational choice: A theory of vocational personalities and work environments. Englewood Cliffs, NJ: Prentice-Hall.
    Holland, J. L. (1985). Professional manual for the Vocational Preference Inventory. Odessa, Fl: Psychological Assessment Resources.
    Holland, J. L. (1997). Making Vocational Choices: A theory of vocational personalities and work environments (3rd ed). Odessa, Fl: Psychological Assessment Resources.
    Hollingshead, A. B. (1975). Four factor index of social status. Unpublished manuscript,Department of Sociology, Yale University, New Haven, CT.
    Jing, S.-R. (1986). Holland Typology: An Empirical Study on Its Factorial Structure. Bulletin of Educational Psychology, 19, 219-253
    Jing, S.-R. (1991). A study of the relations between vocational Interests and personality. Bulletin of Educational Psychology, 24, 91-115.
    Judge, T. A., & Cable, D. M. (1997). Applicant personality, organizational culture and organizational attraction. Personnel Psychology, 50, 359–394.
    Larson, L. M., Rottinghaus, J., & Borgen, F. H. (2002). Meta-analyses of big six interests and big five personality factors. Journal of Vocational Behavior, 61, 217-239.
    Larson, L. A., Wei, M., Wu, T.-F., Borgen, F. H., & Bailey, D. C. (2007). Discriminating among educational majors and career aspirations in Taiwanese undergraduates: The contribution of personality and self-efficacy. Journal of Counseling Psychology, 54 , 395-408.
    Lent, R. W. (2004). Toward a unifying theoretical and practical perspective on well-being and psychosocial adjustment. Journal of Counseling Psychology, 51, 482-509.
    Lent, R. W., Brown, S. D., Brenner, B., Chopra, S. B., Davis, T., Talleyrand, R., & Suthakaran, V. (2001). The role of contextual supports and barriers in the choice of math/science educational options: A test of social cognitive hypotheses. Journal of Counseling Psychology, 48, 474-483.
    Lent, R. W., Brown, S. D., & Hackett, G. (1994). Toward a unifying social cognitive theory of career and academic interest, choice, and performance. Journal of Vocational Behavior, 45, 79-122.
    Lent, R.W., Brown, S. D., & Hackett, G. (2000). Contextual supports and barriers to career choice: A social cognitive analysis. Journal of Counseling Psychology, 47, 36-49.
    Lent, R.W., Brown, S. D., & Larkin, K. C. (1986). Self-efficacy in the prediction of academic performance and perceived career options. Journal of Counseling Psychology, 33, 265-269.
    Lent, R. W., Brown, S. D., Schmidt, J., Brenner, B., Lyons, H., & Treistman, D. (2003). Relation of contextual supports and barriers to choice behavior in engineering majors: Test of alternative social cognitive models. Journal of Counseling Psychology, 50, 458-465.
    Lent, R. W., Brown, S. D., Sheu, H. B., Schmidt, J., Brenner, B. R., & Gloster, C. S. (2005). Social cognitive predictors of academic interests and goals in engineering: Utility for women and students at historically Black universities. Journal of Counseling Psychology, 52, 84-92.
    Lent, R. W., Brown, S. D., Talleyrand, R., McPartland, E. B., Davis, T., Chopra, S. B., Alexander, M. S., Suthakaran, V., & Chai, C. (2002). Career choice barriers, supports, and coping strategies: College students’ experiences. Journal of Vocational Behavior, 60, 61-72.
    Lent, R. W., Singley, D., Sheu, H., Schmidt, J. A., & Schmidt, L. C. (2007). Relation of social-cognitive factors to academic satisfaction in engineering students. Journal of Career Assessment, 15, 87-97.
    Liao, S., & Chu, K. (2000). 大學多元入學新方案對高中生涯輔導的影響及因應之道. 輔導通訊, 63, 13-19.
    Lin, S.-C. (2000). Sociology of Education. Kaohsiung: Fu-Wen.
    Lin, S.-T., Jing, S.-R., Chang, S.-F., & Chen, C.-P. (2004). Manual of Career Interest Inventory. Taipei: Psychological Assessment Co.
    Locke, E. A. (1976). The nature and causes of job satisfaction. In M. D. Dunnette (Ed), Handbook of Industrial and Organizational Psychology (pp. 1297-1349). Chicago, IL: Rand McNally.
    Lounsbury, J. W., Hutchens, T., & Loveland, J. (2005). An investigation of Big Five personality traits and career decidedness among early and middle adolescents. Journal of Career Assessment, 13, 25-39.
    Luzzo, A. D., Hasper, P., Albert, A. K., Bibby, A. M., & Martinelli, A. E. (1999). Effects of self-efficacy enhancing intervention on the math/science self-efficacy and career interests, goals, and actions of career undecided college students, Journal of Counseling Psychology, 46, 233-243.
    McCrae, R. R., & Costa, P. T. Jr. (1990). Personality in adulthood. New York: The Guildford Press.
    McCrae, R. R., Costa, P. T., Jr. & Yik, M. S. M. (1996). Universal aspects of Chinese personality structure. In M. H. Bond (Ed), The handbook of Chinese psychology. Hong Kong: Oxford University Press.
    Minister of Education in Taiwan, Department of Statistics (2008). 我國教育類婦女權益指標分析. Retrieved form http://140.111.34.54/statistics/content.aspx?site_content_sn=8169
    Mount, M. K., & Barrick, M. R. (1995). The Big Five Personality Dimensions: Implications for Research and Practice in Human Resources Management. Personnel Psychology, 51, 849-857.
    Nauta, M. M. (2004). Self-efficacy as a mediator of the relationships between personality factors and career interests. Journal of Career Assessment, 12, 381-394.
    Nord, S. C. (1997). Student Satisfaction in Oregon Community Colleges. (ERIC Document Reproduction Service No. ED418763).
    Norman, W. T. (1963). Toward an adequate taxonomy of personality attributes: Replicated factor structure in peer nomination personality ratings. Journal of Abnormal and Social Psychology, 66, 574-583.
    Olson, M. J., & Dilley, J. S. (1988). A new look at stress and the school counselor. The School Counselor, 35, 194-198.
    Pavot, W., Diener, E. (1993). Review of the Satisfaction With Life Scale. Psychological Assessment, 5, 164-172.
    Pervin, L. A., & John, O. P. (1997). Personality: Theory and Research (7th Ed). New York: Wiley.
    Pugliesi, K. (1999). The consequences of emotional labor: Effects on work stress, job satisfaction, and well-being. Motivation and Emotion, 23, 125-154.
    Rottinghaus, P. J., Lindley, L. D., Green, M. A., & Borgen, F. H. (2002). Educational aspirations: The contribution of personality, self-efficacy, and interests. Journal of Vocational Behavior, 61, 1-19.
    Saucier, G. (1994). Separating description and evaluation in the structure of personality attributes. Journal of Personality and Social Psychology, 66, 141-154.
    Schaub, M., & Tokar, D. M. (2005). The role of personality and learning experiences in Social Cognitive Career Theory. Journal of Vocational Behavior, 66, 304-325.
    Schwarzer, R., & Jerusalem, M. (1995). Generalized Self-Efficacy scale. In J. Weinman, S. Wright, & M. Johnston, Measures in health psychology: A user’s portfolio. Causal and control beliefs (pp. 35-37). Windsor, UK: NFER-NELSON.
    Seibert, E. S., & Kraimer M. L. (2001). The Five-Factor Model of Personality and Career Success. Journal of Vocational Behavior, 58, 1-21.
    Spector, P. (1996). Industrial and organizational psychology: Research and practice. New York: John Wiley.
    Super, D. E. (1980). A Life-Span, Life-Space Approach to Career Development. Journal of Vocational Behaviour, 16, 282-298.
    Swanson, J. L., & Gore, P. A., Jr. (2000). Advances in vocational psychology theory and research (pp. 233-269). In S. D. Brown & R. W. Lent (Eds.), Handbook of counseling psychology (3rd Ed). New York: Wiley.
    Tien, S. H.-L. (1988). Perceived barriers and career choice behaviors of Taiwanese college students. Journal of Pingtung Teachers College, 11, 81-104.
    Tien, S. H.-L. (2003). A social cognitive approach to high school students’ career interests. Bulletin of Educational Psychology, 34, 247-266.
    Tokar, D. M., Fischer, A. R., & Subich, L. M. (1998). Personality and vocational behavior: A selective review of the literature, 1993-1997. Journal of Vocational Behavior, 53, 115-153.
    Tough, A. (1978). Major learning efforts: recent research and future directions. Adult Education Quarterly, 28, 250-263.
    Tupes, E. C., & Christal, R. E. (1961). Recurrent personality factors based on trait ratings. USAF ASD Tech. Rep. No. 61-97, Lackland Airforce Base, TX: U. S. Air Force.
    Walberg, H. J., & Greenberg, R. C. (1997). Using the learning environment inventory. Educational Leadership, 54, 45–47.
    Wan, W. W. N., Luk, C. L., & Lai, J. C. L. (2000). Personality correlates of loving styles
    among Chinese students in Hong Kong. Personality and Individual Differences,
    29, 169-175.
    Weiss, H. M. (2002). Deconstructing job satisfaction: separating evaluations, beliefs and affective experiences. Human Resource Management Review, 12, 173-194
    Yang, K.-S. (1992). 中國人的心理與行為-理念及方法篇. In K.-S. Yang (Ed), 中國人的價值觀-社會科學觀點 (pp. 65-119). Taipei: Kuei-Kuan.
    Zhang, L.-F. (2005). Thinking style and the big five personality traits revisited. Personality and Individual Difference, 40, 1177-1187.

    下載圖示
    QR CODE