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首页> 外文期刊>BMC Psychiatry >Psychological quality of life and its association with academic employability skills among newly-registered students from three European faculties
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Psychological quality of life and its association with academic employability skills among newly-registered students from three European faculties

机译：来自三个欧洲学院的新注册学生的生活心理质量及其与学术就业能力的关系

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Background In accord with new European university reforms initiated by the Bologna Process, our objectives were to assess psychological quality of life (QoL) and to analyse its associations with academic employability skills (AES) among students from the Faculty of Language, Literature, Humanities, Arts and Education, Walferdange Luxembourg (F1, mostly vocational/applied courses); the Faculty of Social and Human Sciences, Liege, Belgium (F2, mainly general courses); and the Faculty of Social Work, Iasi, Romania (F3, mainly vocational/professional courses). Method Students who redoubled or who had studied at other universities were excluded. 355 newly-registered first-year students (145 from F1, 125 from F2, and 85 from F3) were invited to complete an online questionnaire (in French, German, English or Romanian) covering socioeconomic data, the AES scale and the QoL-psychological, QoL-social relationships and QoL-environment subscales as measured with the World Health Organisation Quality of Life short-form (WHOQoL-BREF) questionnaire. Analyses included multiple regressions with interactions. Results QoL-psychological, QoL-social relationships and QoL-environment' scores were highest in F1 (Luxembourg), and the QoL-psychological score in F2 (Belgium) was the lower. AES score was higher in F1 than in F3 (Romania). A positive link was found between QoL-psychological and AES for F1 (correlation coefficient 0.29, p Conclusions Psychological quality of life is associated with acquisition of skills that increase employability from the faculties offering vocational/applied/professional courses in Luxembourg and Romania, but not their academically orientated Belgian counterparts. In the context of developing a European Higher Educational Area, these measurements are major indicators that can be used as a guide to promoting programs geared towards counseling, improvement of the social environment, and services to assist with university work and facilitate achievement of future professional projects.
机译：背景信息根据博洛尼亚进程发起的新的欧洲大学改革，我们的目标是评估语言，文学，人文科学学院学生的生活质量，并分析其与学术就业技能（AES）的关联。卢森堡沃尔弗丹格艺术与教育学院（F1，主要是职业/应用课程）;比利时列日社会与人文科学学院（F2，主要是普通课程）;罗马尼亚雅西市社会工作学院（F3，主要是职业/专业课程）。方法加倍或在其他大学学习的学生被排除在外。邀请355名新注册的一年级学生（来自F1的145名，来自F2的125名和来自F3的85名）完成一份在线问卷（法语，德语，英语或罗马尼亚语），涵盖社会经济数据，AES量表和QoL-心理，生活质量与社会的关系和生活质量与环境的分量表，以世界卫生组织生活质量简短形式（WHOQoL-BREF）问卷进行测量。分析包括相互作用的多元回归。结果F1（卢森堡）的QoL-心理，QoL-社会关系和QoL-环境得分最高，而F2（比利时）的QoL-心理得分最低。 F1的AES分数高于F3（罗马尼亚）。在QoL-心理学和AES的F1之间发现正相关（相关系数0.29，p）结论生活质量与在卢森堡和罗马尼亚提供职业/应用/专业课程的学院获得技能以增加就业能力有关，但没有在发展欧洲高等教育区的背景下，这些衡量指标是主要指标，可以用作指导以咨询，改善社会环境以及服务于大学工作的服务为目标的计划的指南。促进未来专业项目的完成。

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