메뉴 건너뛰기




Volumn 24, Issue 1, 2015, Pages 1-11

A Study on the Influence of Self-concept, Social Support and Academic Achievement on Occupational Choice Intention

Author keywords

Academic performance; Occupational choice intention; Self concept; Social support

Indexed keywords


EID: 84922442227     PISSN: 01195646     EISSN: 22437908     Source Type: Journal    
DOI: 10.1007/s40299-013-0153-2     Document Type: Article
Times cited : (18)

References (37)
  • 1
    • 84990485060 scopus 로고
    • Self-concept theory in career development and counseling
    • Betz, N. E. (1994). Self-concept theory in career development and counseling. Career Development Quarterly,43, 32–41.
    • (1994) Career Development Quarterly , vol.43 , pp. 32-41
    • Betz, N.E.1
  • 3
    • 84863265650 scopus 로고    scopus 로고
    • The influence of internship experiences on the behavioral intentions of college students in Taiwan
    • Chen, C. T., & Chen, C. F. (2011). The influence of internship experiences on the behavioral intentions of college students in Taiwan. Asia-Pacific Education Researcher,20(1), 73–92.
    • (2011) Asia-Pacific Education Researcher , vol.20 , Issue.1 , pp. 73-92
    • Chen, C.T.1    Chen, C.F.2
  • 4
    • 79955483976 scopus 로고    scopus 로고
    • Academic self-concept and achievement within and between math and science: An examination on Marsh and Köller’s unification model
    • Chien, C. T., Jen, T. H., & Chang, S. T. (2008). Academic self-concept and achievement within and between math and science: An examination on Marsh and Köller’s unification model. Bulletin of Education Psychology,40(1), 107–126.
    • (2008) Bulletin of Education Psychology , vol.40 , Issue.1 , pp. 107-126
    • Chien, C.T.1    Jen, T.H.2    Chang, S.T.3
  • 7
    • 33846495551 scopus 로고    scopus 로고
    • A longitudinal analysis of gender differences in academic self-concept and language achievement: A multivariate multilevel latent growth approach
    • DeFraine, B., Van Damme, J., & Onghena, P. (2007). A longitudinal analysis of gender differences in academic self-concept and language achievement: A multivariate multilevel latent growth approach. Contemporary Educational Psychology,32(1), 132–150.
    • (2007) Contemporary Educational Psychology , vol.32 , Issue.1 , pp. 132-150
    • DeFraine, B.1    Van Damme, J.2    Onghena, P.3
  • 9
    • 1842697554 scopus 로고
    • Popular, controversial, neglected, and rejected adolescents: Contrasts of social competence and achievement differences
    • Frentz, C., Gresham, F. M., & Elliot, S. N. (1991). Popular, controversial, neglected, and rejected adolescents: Contrasts of social competence and achievement differences. Journal of School Psychology,20, 257–274.
    • (1991) Journal of School Psychology , vol.20 , pp. 257-274
    • Frentz, C.1    Gresham, F.M.2    Elliot, S.N.3
  • 10
    • 0031283814 scopus 로고    scopus 로고
    • The influence of intrinsic motivational and self-concept on academic achievement in second and third-grade students
    • Goldberg, M. D., & Cornell, D. (1998). The influence of intrinsic motivational and self-concept on academic achievement in second and third-grade students. Journal for the Education of Gift,21, 179–205.
    • (1998) Journal for the Education of Gift , vol.21 , pp. 179-205
    • Goldberg, M.D.1    Cornell, D.2
  • 11
    • 0037342813 scopus 로고    scopus 로고
    • Academic self-concept and academic achievement: Developmental perspectives on their causal ordering
    • Guay, F., Marsh, H. W., & Boivin, M. (2003). Academic self-concept and academic achievement: Developmental perspectives on their causal ordering. Journal of Educational Psychology,95(1), 124–136.
    • (2003) Journal of Educational Psychology , vol.95 , Issue.1 , pp. 124-136
    • Guay, F.1    Marsh, H.W.2    Boivin, M.3
  • 13
    • 0035287677 scopus 로고    scopus 로고
    • Early teacher–child relationships and the trajectory of children’s school outcomes through eighth grade
    • Hamre, B. K., & Pianta, R. C. (2001). Early teacher–child relationships and the trajectory of children’s school outcomes through eighth grade. Child Development,72, 625–638.
    • (2001) Child Development , vol.72 , pp. 625-638
    • Hamre, B.K.1    Pianta, R.C.2
  • 14
    • 84877001564 scopus 로고    scopus 로고
    • Transformational leadership, change management, and commitment to change: A comparison of academic and business organizations
    • Hechanova, R. M., & Cementina-Olpoc, R. (2013). Transformational leadership, change management, and commitment to change: A comparison of academic and business organizations. Asia-Pacific Education Researcher,22(1), 11–19.
    • (2013) Asia-Pacific Education Researcher , vol.22 , Issue.1 , pp. 11-19
    • Hechanova, R.M.1    Cementina-Olpoc, R.2
  • 15
    • 84905711930 scopus 로고    scopus 로고
    • The influence of support for innovation on organizational innovation: Taking organizational learning as a mediator
    • Hsiao, H. C., Chang, J. C., & Chen, S. C. (2013). The influence of support for innovation on organizational innovation: Taking organizational learning as a mediator. Asia-Pacific Education Researcher,. doi:10.1007/s40299-013-0121-x.
    • (2013) Asia-Pacific Education Researcher
    • Hsiao, H.C.1    Chang, J.C.2    Chen, S.C.3
  • 18
    • 84922478328 scopus 로고
    • Student retention and the Omaha public schools: Performance and challenge. Paper prepared for the Omaha minority conditions and research conference
    • Kolsa, B. (1989). Student retention and the Omaha public schools: Performance and challenge. Paper prepared for the Omaha minority conditions and research conference, Nebraska.
    • (1989) Nebraska
    • Kolsa, B.1
  • 20
    • 3142661062 scopus 로고    scopus 로고
    • Unification of theoretical models of academic self-concept/achievement relations: Reunification of East and West German school systems after the fall of the Berlin Wall
    • Marsh, H. W., & Köller, O. (2004). Unification of theoretical models of academic self-concept/achievement relations: Reunification of East and West German school systems after the fall of the Berlin Wall. Contemporary Educational Psychology,29, 264–282.
    • (2004) Contemporary Educational Psychology , vol.29 , pp. 264-282
    • Marsh, H.W.1    Köller, O.2
  • 21
    • 3643116174 scopus 로고    scopus 로고
    • Causal effects of academic self-concept on academic achievement: Structural equation models of longitudinal data
    • Marsh, H. W., & Yeung, A. S. (1997). Causal effects of academic self-concept on academic achievement: Structural equation models of longitudinal data. Journal of Educational Psychology,89(1), 41–54.
    • (1997) Journal of Educational Psychology , vol.89 , Issue.1 , pp. 41-54
    • Marsh, H.W.1    Yeung, A.S.2
  • 22
    • 84922417415 scopus 로고
    • Adjustment to transitions in early adolescence (junior high school). Unpublished doctoral dissertation
    • Brooklyn: NY
    • Melnick, D. H. (1992). Adjustment to transitions in early adolescence (junior high school). Unpublished doctoral dissertation, Long Island University, Brooklyn, NY.
    • (1992) Long Island University
    • Melnick, D.H.1
  • 23
    • 2442494651 scopus 로고    scopus 로고
    • Self-beliefs and school success: Self-efficacy, self-concept, and school achievement
    • Riding RJ, Rayner SG, (eds), Ablex Publishing, London:
    • Pajares, F., & Schunk, D. H. (2001). Self-beliefs and school success: Self-efficacy, self-concept, and school achievement. In R. J. Riding & S. G. Rayner (Eds.), International perspectives on individual differences: Vol. 2. Self-perception (pp. 239–266). London: Ablex Publishing.
    • (2001) International perspectives on individual differences: Vol. 2. Self-perception , pp. 239-266
    • Pajares, F.1    Schunk, D.H.2
  • 24
    • 0009199714 scopus 로고
    • Is there a causal relation between self-concept and academic achievement?
    • Pottebaum, S. M., Keith, T. Z., & Ehly, S. W. (1986). Is there a causal relation between self-concept and academic achievement? Journal of Educational Research,79(3), 140–144.
    • (1986) Journal of Educational Research , vol.79 , Issue.3 , pp. 140-144
    • Pottebaum, S.M.1    Keith, T.Z.2    Ehly, S.W.3
  • 26
    • 0034523650 scopus 로고    scopus 로고
    • Adolescents’ help-seeking behavior: The difference between self and other-referral
    • Raviv, A., Sills, R., Raviv, A., & Wilansky, P. (2000). Adolescents’ help-seeking behavior: The difference between self and other-referral. Journal of adolescence,23, 721–740.
    • (2000) Journal of adolescence , vol.23 , pp. 721-740
    • Raviv, A.1    Sills, R.2    Raviv, A.3    Wilansky, P.4
  • 27
    • 40849145607 scopus 로고    scopus 로고
    • An examination of the interrelationships between self-esteem, others’ expectations, family support, learning approaches and academic achievement
    • Roman, S., Cuestas, P. J., & Fenollar, P. (2008). An examination of the interrelationships between self-esteem, others’ expectations, family support, learning approaches and academic achievement. Students in Higher Education,33(2), 127–138.
    • (2008) Students in Higher Education , vol.33 , Issue.2 , pp. 127-138
    • Roman, S.1    Cuestas, P.J.2    Fenollar, P.3
  • 28
    • 0002793319 scopus 로고
    • The Wisconsin longitudinal study of social and psychological factors in aspirations and achievements
    • Kerckhoff AC, (ed), 1, JAI, Greenwich, CT:
    • Sewell, W. H., & Hauser, R. M. (1980). The Wisconsin longitudinal study of social and psychological factors in aspirations and achievements. In A. C. Kerckhoff (Ed.), Research in sociology of education and socialization (Vol. 1, pp. 59–99). Greenwich, CT: JAI.
    • (1980) Research in sociology of education and socialization , pp. 59-99
    • Sewell, W.H.1    Hauser, R.M.2
  • 29
    • 8744285688 scopus 로고    scopus 로고
    • Adolescences’ willingness to seek psychological help: Promoting and preventing factor
    • Sheffield, J. K., Fiorenza, E., & Sofronoff, K. (2004). Adolescences’ willingness to seek psychological help: Promoting and preventing factor. Journal of Youth and Adolescence,33, 495–507.
    • (2004) Journal of Youth and Adolescence , vol.33 , pp. 495-507
    • Sheffield, J.K.1    Fiorenza, E.2    Sofronoff, K.3
  • 30
    • 56349142440 scopus 로고    scopus 로고
    • Engagement and disaffection in the classroom: Part of a larger motivational dynamic
    • Skinner, E., Furrer, C., Marchand, G., & Kindermann, T. (2008). Engagement and disaffection in the classroom: Part of a larger motivational dynamic. Journal of Educational Psychology,100, 765–781.
    • (2008) Journal of Educational Psychology , vol.100 , pp. 765-781
    • Skinner, E.1    Furrer, C.2    Marchand, G.3    Kindermann, T.4
  • 32
    • 0038571097 scopus 로고
    • Self concepts in vocational development
    • Super DE, (ed), College Entrance Examination Board, New York:
    • Super, D. E. (1963). Self concepts in vocational development. In D. E. Super (Ed.), Career development: Self-concept theory (pp. 1–26). New York: College Entrance Examination Board.
    • (1963) Career development: Self-concept theory , pp. 1-26
    • Super, D.E.1
  • 33
    • 33748172545 scopus 로고
    • A life-span, life-space approach to career development
    • Super, D. E. (1980). A life-span, life-space approach to career development. Journal of Vocational Behavior,13, 282–298.
    • (1980) Journal of Vocational Behavior , vol.13 , pp. 282-298
    • Super, D.E.1
  • 34
    • 0002635094 scopus 로고
    • A life-span, life-space perspective on convergence
    • Savickas ML, Lent RW, (eds), Consulting Psychologists Press, Palo Alto, CA:
    • Super, D. E. (1994). A life-span, life-space perspective on convergence. In M. L. Savickas & R. W. Lent (Eds.), Convergence in career development theories (pp. 63–76). Palo Alto, CA: Consulting Psychologists Press.
    • (1994) Convergence in career development theories , pp. 63-76
    • Super, D.E.1
  • 35
    • 33846796992 scopus 로고    scopus 로고
    • The adult male undergraduate student experience: Real men do return school
    • Widoff, J. C. (1999). The adult male undergraduate student experience: Real men do return school. Journal of Higher Continuing Education,47(2), 15–24.
    • (1999) Journal of Higher Continuing Education , vol.47 , Issue.2 , pp. 15-24
    • Widoff, J.C.1
  • 36
    • 0000161953 scopus 로고
    • Who am I and what can I do? Children’s self-concept and motivation in achievement situations
    • Wigfield, A., & Karpathian, M. (1991). Who am I and what can I do? Children’s self-concept and motivation in achievement situations. Educational Psychologist,26, 233–261.
    • (1991) Educational Psychologist , vol.26 , pp. 233-261
    • Wigfield, A.1    Karpathian, M.2
  • 37
    • 33745455615 scopus 로고    scopus 로고
    • Fictive kin and social capital: The role of peer groups in applying and paying for college
    • William, G. T., & Kristan, M. V. (2006). Fictive kin and social capital: The role of peer groups in applying and paying for college. American Behavioral Scientist,49(12), 1687–1702.
    • (2006) American Behavioral Scientist , vol.49 , Issue.12 , pp. 1687-1702
    • William, G.T.1    Kristan, M.V.2


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.