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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：244  下載：3 
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    • 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

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