Key Teacher Attitudes for Sustainable Development of Student Employability by Social Cognitive Career Theory: The Mediating Roles of Self-Efficacy and Problem-Based Learning

Liu X; Peng MY; Anser MK; Chong WL; Lin B

doi:10.3389/fpsyg.2020.01945

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Key Teacher Attitudes for Sustainable Development of Student Employability by Social Cognitive Career Theory: The Mediating Roles of Self-Efficacy and Problem-Based Learning

Liu X ¹ , Peng MY ² , Anser MK ³ , Chong WL ⁴ , Lin B ⁵

Affiliations

¹ School of Economics and Management, Fuzhou University of International Studies and Trade, Fuzhou, China
² School of Economics and Management, Foshan University, Foshan, China
³ School of Public Administration, Xi'an University of Architecture and Technology, Xi'an, China
⁴ Department of Education, New Era University College, Kajang, Malaysia
⁵ School of Marxism, Fujian Normal University, Fuzhou, China

Front Psychol, 2020;11:1945.

PMID: 33117202 DOI: 10.3389/fpsyg.2020.01945

Abstract

Higher education policy and talent training are failing to meet the ever-changing expectations of employers and society in Taiwan, resulting in a gap between university education and employment. This study used social cognitive career theory (SCCT) to explore the relationships among self-efficacy, transformational leadership (TL), student employability (SE), and problem-based learning (PBL) in higher education institutions (HEIs). The analysis of 637 undergraduates from 16 Taiwanese HEIs using structural equation modeling (SEM) shows significant positive correlations among self-efficacy, PBL, TL, and SE, with PBL and self-efficacy as key mediators. Based on these findings, the researchers propose feasible suggestions for related issues and future research.

* Title and MeSH Headings from MEDLINE®/PubMed®, a database of the U.S. National Library of Medicine.