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首页> 外文会议>International Conference on Modern Education and Information Management >College Education Outcome Expectation and Proactive Personality as Predictors of Chinese College Students' Learning Motivation, Career Adaptability as a Mediator
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College Education Outcome Expectation and Proactive Personality as Predictors of Chinese College Students' Learning Motivation, Career Adaptability as a Mediator

机译：大学教育结果期望和积极主动性格作为中国大学生学习动机的预测因素，职业适应性作为调解员

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This research aimed to examine the relationships between college education outcome expectation, proactive personality, career adaptability and learning motivation. 576 Chinese college students participated in this study. The results were as follows: (1)Significant differences between college students with and without siblings were found in the dimension of career adaptability's total score, and also in concern, control, curiosity and confidence dimension of career adaptability, as well as in the total score of learning motivation and its dimension of intrinsic motivation; whereas no significant difference existed in college education outcome expectation and proactive personality between students with and without siblings; (2)Structural equation modeling revealed that both college education outcome expectation and proactive personality significantly predicted learning motivation; (3)Career adaptability partially mediated the influence of college education outcome expectation and proactive personality on learning motivation. According to these findings, suggestions for college education, especially on career development education and learning motivation stimulating, were proposed and discussed.
机译：这项研究旨在审查大学教育结果期望，积极性格，职业适应性和学习动机之间的关系。 576名中国大学生参加了这项研究。结果如下：（1）在职业适应性总分的维度方面发现了大学生与没有兄弟姐妹的大学生之间的显着差异，以及职业适应性的关注，控制，好奇心和置信度，以及总职业学习动机的分数及其内在动机的维度;而在没有兄弟姐妹之间的学生之间没有大学教育结果期望和主动性格，而没有显着差异。 （2）结构方程模型显示，大学教育结果的预期和主动性格显着预测了学习动机; （3）职业适应性部分介导大学教育结果期望和积极主动性格对学习动机的影响。根据这些调查结果，提出并讨论了对大学教育的建议，特别是关于职业发展教育和学习动机刺激。

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