A Study of Relationships among Expectancy-Value, Positive Academic Emotions, and Career Self-Efficacy of Vocational High School Students.

• Main Authors: CHEN,YI-WEN, 陳怡文
• Other Authors: LIN,CHI-CHAU
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/nc6csw

碩士 === 東海大學 === 教育研究所 === 107 === The purpose of this study was to investigate the relations among expectancy-value, positive academic emotions and career self-efficacy of vocational high school students. Taking the positive academic emotions as a mediator, considering the relationship between expectancy-value and career self-efficacy, were based on these relations to construct theoretical model of career self-efficacy. The methodology of this research was a questionnaire survey, using convenience sampling. First, 164 students were regarded as pre-samples to test the reliability and validity of the “ Expectancy-Value Scale”, “Positive Academic Emotions Scale”, and “Career Self-Efficacy Scale ”. Then, 896 students were used as the final sample. The data was analyzed using descriptive statistics, one-way MANOVA, Hotelling T2, Pearson product-moment correlation, and structural equation modeling. The main findings were listed as follow: 1.The expectancy-value, positive academic emotions, and career self-efficacy of vocational high school students were above average scores. 2.The vocational high school students of various backgrounds (gender, grade, major) had some of significant differences in expectancy-value. 3.The vocational high school students of various backgrounds (gender, grade, major) had some of significant differences in positive academic emotions. 4.The vocational high school students of various backgrounds (gender, grade, major) had some of significant differences in career self-efficacy. 5.There were significantly positive correlation among expectancy-value, positive academic emotions, and career self-efficacy. 6.The vocational high school students’ expectancy-value had direct effects on positive academic emotions, respectively. 7.The vocational high school students’ expectancy-value had direct effects on career self-efficacy, respectively. 8.The vocational high school students’ positive academic emotions had a direct effect on career self-efficacy. 9.The vocational high school students’ positive academic emotions was a mediator between expectancy-value and career self-efficacy.