General Self-Efficacy and Employability Among Financially Underprivileged Chinese College Students: The Mediating Role of Achievement Motivation and Career Aspirations

Wang, Dan; Guo, Dan; Chen, Song; Hao, Lianming; Qiao, Zhihong

doi:10.3389/fpsyg.2021.719771

Cited by 19 publications

(14 citation statements)

References 81 publications

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“…Although a variety of prior studies found that self-efficacy had a significant and positive impact on employability of college students (Chow et al, 2019;Wang et al, 2022), the current research showed that the prediction of self-efficacy on employability was not statistically significant, which echoed with the research result by Coetzee and Oosthuizen (2012) who found self-efficacy was not significantly related to employability among adult learners enrolled in the open distance learning programs. Self-efficacy scores of the samples were relatively low (M = 3.20, SD = 0.47) in the current study, which indicated that the participants did not have much confidence in their devotion to studies and their capabilities to accomplish academic tasks.…”

Section: Direct Relationshipscontrasting

confidence: 46%

“…It is positively correlated with job search behavior and plays a crucial role in the employment of college graduates. Wang et al (2022) found that self-efficacy was positively related to the levels of employability among college students in a quantitative study across six provinces in the Chinese mainland. A higher level of self-efficacy tends to make students more confident in seeking jobs when they graduate ( Lian et al, 2021 ) and more employable in the job market ( Chow et al, 2019 ).…”

Section: Literature Review and Hypothesis Developmentmentioning

confidence: 98%

“…Previous research revealed that achievement motivation and self-efficacy were significantly correlated ( Rui et al, 2011 ; Sabti et al, 2019 ), and self-efficacy was tested to have significant and positive influence on employability ( Lian et al, 2021 ). However, the majority of these studies concentrated on exploring the impact of self-efficacy on employability through the mediation of achievement motivation ( Wang et al, 2022 ). Less attention was paid to examine the influence of achievement motivation on employability through the mediation of self-efficacy among college students.…”

Section: Introductionmentioning

confidence: 99%

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The influence of achievement motivation on college students’ employability: A chain mediation analysis of self-efficacy and academic performance

Phakdeephirot

2022

Front. Psychol.

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Employability of college students has been attached great importance by higher education institutions, employers, and governments because college graduates are the strategic human resource for the sustainable growth of universities, organizations, and countries across the world. It is also receiving growing attention from academic community. This study aimed to examine the psychological mechanism that impacts college students’ employability. It adopted an empirical approach by collecting data from 646 final-year students from 9 universities in the mainland of China. SPSS 25.0 was used for description, correlation, and regression analysis. AMOS 24.0 was utilized for path analysis. Model 6 Bootstrap method of PROCESS Version 3.5 was adopted for mediation analysis. The results showed that achievement motivation positively predicted self-efficacy, academic performance, and employability among undergraduates. Participants’ self-efficacy did not significantly impact their employability or play a mediating role in the relationship between achievement motivation and employability, while academic performance was a significant mediator of this association. Self-efficacy and academic performance served as chain mediators in the prediction of achievement motivation on college students’ employability. After controlling gender and family residence, achievement motivation still had significant and positive impact on employability of college students. This research made several noteworthy contributions to the existing studies on college students’ employability and provided insight for practitioners in strengthening their employability through these psychological constructs.

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Section: Direct Relationshipscontrasting

confidence: 46%

Section: Literature Review and Hypothesis Developmentmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 99%

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The influence of achievement motivation on college students’ employability: A chain mediation analysis of self-efficacy and academic performance

Phakdeephirot

2022

Front. Psychol.

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“…This is congruent with our assumption of the context-driven resilient response thesis of immigrant children’s mental forces, in which their intrapersonal determination, confidence, and strengths are more salient and helpful for their successful adaptation if the adaptation outcomes are more controllable and attainable by personal efforts and resolution, such as college graduation and engagement in postgraduate study. In other words, if immigrant children think that they can change their disadvantaged life situations by achieving certain manageable adaptation outcomes [ 49 , 53 , 73 ], the effects of mental forces would function more potently. Validly, the above-mentioned empirical evidence of context-driven resilient response, is more visible in the effects of mental forces on immigrant children’s engagement in postgraduate study in the context of incorporation mode (negative vs. positive/neutral), because obtaining a higher degree can help negatively received immigrant children to equalize their humble social positions with their better-off counterparts.…”

Section: Discussionmentioning

confidence: 99%

Where There’s a Will, There’s a Way? Social and Mental Forces of Successful Adaptation of Immigrant Children in Young Adulthood

Yeung

Chen

Zhang

et al. 2022

IJERPH

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Although the twenty-first century is deemed as a new era of globalization, waves of immigration continue, due to disparities between politically and economically unstable regions and Western democratized and developed countries. Immigration research has therefore reignited its attention on the successful adaptation of immigrants’ offspring, which has profound implications for Western immigrant-receiving countries, as well as worldwide stability. Although immigration research mainly informed by the conventional assimilation theory and/or segmented assimilation perspective accentuates the importance of structural factors, termed as social forces here, in relation to immigrant children’s successful adaptation in adolescence, an argument of determinism and tenability keeps on and the contribution of human mental resources and determination, termed as mental forces here, in shaping life trajectories of immigrant children should be not ignored. For this, with a representative sample of 3344 immigrant children from the Children of Immigrants Longitudinal Study (CILS), we examined and compared both the effects of social and mental forces measured in adolescence of immigrant children on their multiple adaptation outcomes in terms of college graduation, engagement in postgraduate study, and first and current job attainments in young adulthood with a Bayesian multilevel modeling framework. The results found that both social forces of segmented assimilation theory and mental forces of immigrant children in adolescence were significantly predictive of immigrant children’s successful adaptation in young adulthood (OR = 1.088–2.959 and β = 0.050–0.639 for social forces; OR = 11.290–18.119 and β = 0.293–0.297 for mental forces), in which, although the latter showed stronger effects than the former, the effects of mental forces on adaptation of immigrant children were conditionally shaped by the contexts of the social forces informed by segmented assimilation theory. The findings of the current study highlight the significance of the organism–environment interaction perspective on immigration research and provide an insight to consider a context-driven response thesis proposed.

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“…Self-efficacy refers to an individual's judgment and belief in whether he or she can accomplish the set goals in a specific task or situation, and is emphasized as an important factor in predicting learning outcomes (Siu et al, 2007;Wang et al, 2022). Creative self-efficacy is an individual's confidence and evaluation of their ability to propose innovative ideas or achieve new results (Li and Guo, 2018).…”

Section: Introductionmentioning

confidence: 99%

The effects of art design courses in higher vocational colleges based on C-STEAM

Chen

Ye²,

Lee³

2022

Front. Psychol.

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C-STEAM education is aimed at preserving local culture, while also improving students’ interests and skills in science, technology, engineering, art, and mathematics-related fields. Other goals are to cultivate students to solve complex and practical problems through interdisciplinary thinking or integrate learning subjects with local senses in the context. In the present curriculum implemented in China, STEAM education mainly focuses on K-12 education and kindergarten education, and it is not widely implemented in colleges and universities, and most of the existing courses are carried out in general technical courses such as robotics and 3D printing, and less in design courses, since the concept of STEAM education has just begun to be advocated recently. Nevertheless, STEAM courses are still limited to special educational systems and disciplines, even though these courses have been vigorously promoted in China. Thus, this study designed an innovative higher vocational college curriculum based on the interdisciplinary principle of C-STEAM, using art design as a meta-theme framework and integrating Chinese local culture. A single-subject quasi-experimental design method was used. A total of 45 students majoring in art design in a higher vocational college were invited to participate in this study. The teaching experiment lasted for 9 weeks. Through teachers’ teaching and, demonstration and students’ independent learning of C-STEAM knowledge in the field of art and design, the concept of C-STEAM was introduced to the creation of packaging design. At the same time, a model composed of six hypotheses was constructed, using the creative self-efficacy scale, learning engagement scale, and creative performance assessment as measurement methods, to discuss students’ participation in the art and design courses of higher vocational colleges based on the concept of C-STEAM integration of creative self-efficacy, learning engagement, and creative performance over time. The results showed that students with higher creative self-efficacy had higher learning engagement (cognitive, affective, and behavioral), and students with higher learning engagement performed better in terms of creative performance. The results of this study can help researchers and educators to focus on C-STEAM courses and provide suggestions for the cultivation of art and design professionals in higher vocational colleges.

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General Self-Efficacy and Employability Among Financially Underprivileged Chinese College Students: The Mediating Role of Achievement Motivation and Career Aspirations

Cited by 19 publications

References 81 publications

The influence of achievement motivation on college students’ employability: A chain mediation analysis of self-efficacy and academic performance

The influence of achievement motivation on college students’ employability: A chain mediation analysis of self-efficacy and academic performance

Where There’s a Will, There’s a Way? Social and Mental Forces of Successful Adaptation of Immigrant Children in Young Adulthood

The effects of art design courses in higher vocational colleges based on C-STEAM

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