社會認知因于對澳門青少年學校滿意度影響之研究SCCT 滿意度模式驗證

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dc.contributor.author林蔚芳zh_tw
dc.contributor.author游錦雲zh_tw
dc.contributor.author李慧純zh_tw
dc.contributor.author金樹人zh_tw
dc.contributor.authorWei-Fung Linen_US
dc.contributor.authorChing-Yun Yuen_US
dc.contributor.authorHui-Chun Leeen_US
dc.contributor.authorShuh-Ren linen_US
dc.date.accessioned2016-05-04T05:08:30Z
dc.date.available2016-05-04T05:08:30Z
dc.date.issued2014-09-??
dc.description.abstract本研究的目的在驗證Lent與Brown所提出之社會認知生涯滿意度模式，探討社會支持、學習自我效能、結果預期及學習行為等社會認知因子對澳門青少年學校滿意度的影響。研究對象為2011年就讀於澳門中學的在學生共478人，資料來自澳門青少年研究資料庫。經結構方程模式分析的結果顯示，模式與資料兼具良好適配度，且朋友支持及學校師長支持皆透過學習自我效能對學習行為及學校滿意度產生顯著的間接影響。最後，依據研究結果提出對澳門青少年學校生活心理健康及未來研究之建議。zh_tw
dc.description.abstractLent and Brown proposed a social cognitive model of work/education satisfaction, in which social-cognitive variables (environmental supports, self-efficacy, outcome expectations, and goal behavior) play key roles. This model was tested to examine the effect of social support, self-efficacy, outcome expectations, and learning behavior on school satisfaction. The data was obtained from the Macau Adolescent Database, and 478 Macau junior and senior high school students were analyzed by structural equation modeling. The results indicated that the social cognitive model of work/education satisfaction fit well with the data. Peer support, teacher support, and self-efficacy positively and significantly predicted adolescents' school satisfaction. In addition, peer support and teacher support significantly predicted learning behavior and school satisfaction through self-efficacy. Implications of the findings for further research and practice on school satisfaction for Macau adolescents were discussed.en_US
dc.identifier945354E1-6285-5057-09A5-35BD0AE7403E
dc.identifier.urihttp://rportal.lib.ntnu.edu.tw/handle/20.500.12235/78123
dc.language中文
dc.publisher國立臺灣師範大學教育心理學系zh_tw
dc.publisherDepartment of Educational Psychology, NTNUen_US
dc.relation46(1)，27-49
dc.relation.ispartof教育心理學報zh_tw
dc.subject.other社會支持zh_tw
dc.subject.other學校滿意廈zh_tw
dc.subject.other學習自我放能zh_tw
dc.subject.otherSCCT 滿意度模式zh_tw
dc.subject.otherlearning self-efficacyen_US
dc.subject.otherSCCT satisfaction modelen_US
dc.subject.otherschool satisfactionen_US
dc.subject.othersocial supporten_US
dc.title社會認知因于對澳門青少年學校滿意度影響之研究SCCT 滿意度模式驗證zh-tw
dc.title.alternativeEffects of Social-Cognitive Factors on School Satisfaction: An Empirical Validation of the SCCT Satisfaction Model in Macau Adolescentszh_tw

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