From academic achievement to career development: does self-regulated learning matter?

Anna J.C. Hsu, Mavis Yi Ching Chen*, Nai Fang Shin

*此作品的通信作者

研究成果: 雜誌貢獻期刊論文同行評審

6 引文 斯高帕斯(Scopus)

摘要

While previous research emphasized the effects of self-regulated learning on academic achievement, this study expands the scope of self-regulated learning to career-development processes. This study examines how young people build their employability through self-regulated learning processes and whether career maturity might be a critical antecedent of self-regulated learning processes. Results from 257 undergraduates in Taiwan indicate that both metacognitive and motivational self-regulated learning contribute to young people’s perceived employability. Early career maturity is associated with metacognitive and behavioral self-regulated learning. Most importantly, metacognitive self-regulated learning serves as a mediator in the relationship between career maturity and perceived employability.

原文英語
頁(從 - 到)285-305
頁數21
期刊International Journal for Educational and Vocational Guidance
22
發行號2
DOIs
出版狀態已發佈 - 2022 7月

ASJC Scopus subject areas

  • 教育
  • 視覺藝術與表演藝術

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