English  |  正體中文  |  简体中文  |  Post-Print筆數 : 20 |  Items with full text/Total items : 90026/119936 (75%)
Visitors : 24022910      Online Users : 196
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
Scope Tips:
  • please add "double quotation mark" for query phrases to get precise results
  • please goto advance search for comprehansive author search
  • Adv. Search
    HomeLoginUploadHelpAboutAdminister Goto mobile version
    政大機構典藏 > 教育學院 > 教育學系 > 期刊論文 >  Item 140.119/121365
    Please use this identifier to cite or link to this item: http://nccur.lib.nccu.edu.tw/handle/140.119/121365

    Title: Is Career-Choice Intention Affected by "Situation"? Analyzing TIMSS 2011 With Social Cognitive Career Theory
    未來職業意圖受「情境」影響?以社會認知生涯理論分析TIMSS 2011年數學資料
    Authors: 趙珮晴
    Chao, Pei-Ching
    Yu, Min-Ning
    Contributors: 教育系
    Keywords: mathematics;partial least squares structural equation modeling;situation;social cognitive career theory;trends in international mathematics and science study
    Date: 2018-09
    Issue Date: 2018-12-12 16:17:27 (UTC+8)
    Abstract: Understanding the reasons for selecting mathematics as their intended career can help students become familiar with their own goals and help teachers encourage their students to achieve "talent development." By using data from TIMSS 2011 (2011 Trends in International Mathematics and Science) on 5,042 eighth-grade students from Taiwan, the current study confirmed the Social Cognitive Career Theory (SCCT) and accounted for situational variables, such as school, teacher, and parent characteristics. The partial least squares structural equation modeling results confirmed the main path hypotheses of SCCT and demonstrated that math outcome expectations and interests have a direct effect on the students' career-choice intention, whereas self-efficacy has an indirect effect. SCCT included situational variables to demonstrate that teacher instruction had moderate implications on self-efficacy and an indirect effect on the career-choice intention, with regard to student interests, self-efficacy, and outcome expectations. Other situational variables, such as school atmosphere and parental support, had little-to-no effect on the career-choice intention. Finally, some conclusions and suggested applications were stated.
    Relation: 教育科學研究期刊, Vol.63, No.3, pp.237-261
    Data Type: article
    DOI 連結: http://dx.doi.org/10.6209/JORIES.201809_63(3).0008
    DOI: 10.6209/JORIES.201809_63(3).0008
    Appears in Collections:[教育學系] 期刊論文

    Files in This Item:

    File Description SizeFormat
    231-255.pdf2426KbAdobe PDF162View/Open

    All items in 政大典藏 are protected by copyright, with all rights reserved.

    社群 sharing

    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - Feedback