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首页> 外文期刊>Information Technology, Learning, and Performance Journal >THE ROLE OF SOCIAL COGNITIVE CAREER THEORY IN INFORMATION TECHNOLOGY BASED ACADEMIC PERFORMANCE
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THE ROLE OF SOCIAL COGNITIVE CAREER THEORY IN INFORMATION TECHNOLOGY BASED ACADEMIC PERFORMANCE

机译：社会认知职业理论在基于信息技术的学术绩效中的作用

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Positive academic efficacy beliefs elevate educational expectations that lead to academic success (Bandura, 1997; Lent, Brown, & Hackett, 1994). The purpose of this study was to explore the relationship of the variables: past performance, computer self-efficacy, outcome expectations, academic grade goal, and academic performance within social cognitive career theory's model of performance (Lent, Brown, & Hackett, 1994). The study focused on the effects of social cognitive variables on academic performance in an information technology course. Participants were 193 undergraduate students (82 women and 111 men) who completed a background questionnaire, the Information Technology Proficiency Exam, the Computer Self-Efficacy scale, and the Technology Outcome Expectations scale. Based on path model results, the findings suggest that students' academic performance is related to past performance. Consistent with theory, the findings suggest that academic performance is influenced by computer self-efficacy via the establishment of an academic grade goal. In the present study, the past performance variable failed to predict academic performance when impacted by outcome expectations.
机译：积极的学术效能信念提升了导致学业成功的教育期望（Bandura，1997; Lent，Brown，＆Hackett，1994）。这项研究的目的是探讨变量之间的关系：过去的表现，计算机自我效能，结果期望，学业成绩目标以及社会认知职业理论的绩效模型内的学术绩效（Lent，Brown和Hackett，1994） 。该研究集中于信息技术课程中社会认知变量对学习成绩的影响。参与者是193名本科生（82名女性和111名男性），他们完成了背景调查表，信息技术水平考试，计算机自我效能感量表和技术成果预期量表。根据路径模型结果，研究结果表明学生的学习成绩与过去的成绩有关。与理论一致，研究结果表明，通过建立学术成绩目标，计算机的自我效能会影响学术表现。在本研究中，过去的绩效变量在受结局预期影响时未能预测学业成绩。

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