Zhang Guihua, Yue Xiaoyao, Ye Yan, Peng Michael Yao-Ping
Department of Business, Yeungnam University, Gyeongsan, South Korea.
Graduate School of Human Sciences, Assumption Universtiy, Bangkok, Thailand.
Front Psychol. 2021 Aug 26;12:712323. doi: 10.3389/fpsyg.2021.712323. eCollection 2021.
In higher education, student learning satisfaction is a significant predictor of learning that indicates the commitment students have to their learning and future academic achievement. The study combines the social cognitive career theory (SCCT) and the stimulus-organism-response (SOR) model to explore the psychological cognition and attitudes derived from students during their learning, discusses the pattern of student learning satisfaction enhancement from the aspect of process, and further understands the relationships among social support systems, interaction relationships, self-efficacy, generic skills, and learning satisfaction. In this study, 800 valid copies of questionnaires were collected from 12 universities through purposive sampling, and the structural model was analyzed by partial least squares structural equation modeling (PLS-SEM). The results showed that the relationships among all the constructs were positive and showed a significant effect; furthermore, the research results showed that self-efficacy and student generic skills had a significantly indirect effect in the model-specifically, a mediating effect. Finally, corresponding theoretical and practical implications were put forward based on the research results.
在高等教育中，学生学习满意度是学习的一个重要预测指标，它表明了学生对学习及未来学业成就的投入程度。本研究将社会认知职业理论（SCCT）与刺激-机体-反应（SOR）模型相结合，以探究学生在学习过程中产生的心理认知和态度，从过程层面探讨学生学习满意度提升的模式，并进一步理解社会支持系统、互动关系、自我效能感、通用技能与学习满意度之间的关系。本研究通过立意抽样从12所大学收集了800份有效问卷，并采用偏最小二乘结构方程模型（PLS-SEM）对结构模型进行分析。结果表明，所有构念之间的关系均为正向且具有显著影响；此外，研究结果表明自我效能感和学生通用技能在模型中具有显著的间接效应——具体而言，具有中介效应。最后，基于研究结果提出了相应的理论和实践启示。
