Revisiting the Congruence–Satisfaction Relationship: The Role of External Forces

2017 ◽  
Vol 46 (3) ◽  
pp. 203-218
Author(s):  
Mingchen Fu ◽  
Li-Fang Zhang ◽  
Bing Li
Keyword(s):  
Social Relations ◽  
Academic Major ◽  
Academic Majors ◽  
Satisfaction Scale ◽  
Major Satisfaction ◽  
Vocational Setting ◽  
External Forces ◽  
Students Satisfaction ◽  
Satisfaction Relationship

The main objective of the present study was to explore the role of the forces in the context external to the setting of a specific vocational setting (i.e., an academic major in a university) in the congruence–satisfaction relationship. Four hundred and fifty-three Chinese university students responded to the Career Personality Styles Inventory, the revised Contextual Supports and Barriers Scale, and the Academic Major Satisfaction Scale. Results indicated that the congruence between individual vocational interests and their academic majors (for brevity, congruence) and two types of external forces (external barriers and support from social relations) were significant predictors of students’ satisfaction with their academic majors. In comparison, the predictive power of external forces for students’ satisfaction with their academic majors was far beyond that of congruence. Moreover, external barriers were a marginally significant moderator in the relationship between congruence and satisfaction. Implications and limitations of the findings are discussed.

scholarly journals Accounting student burnout and engagement: The role of major satisfaction in mitigating or enforcing functional and dysfunctional behavior

2021 ◽  
pp. 1959-1968
Author(s):  
Murad Abuaddous ◽  
Ahmad Kalboneh ◽  
Zakarya Alatyat ◽  
Sinan S. Abaddi
Keyword(s):  
Academic Major ◽  
Student Survey ◽  
Satisfaction Scale ◽  
Major Satisfaction ◽  
Utrecht Work Engagement Scale ◽  
Distinct Concept ◽  
Student Burnout ◽  
The Impact ◽  
Accounting Student

This study begins by establishing the nature of the debatable relationship between student burnout and engagement in an accounting context and investigates the impact of student major satisfaction as an antecedent factor for accounting student burnout and engagement. Hence, a survey of 280 students was conducted using Maslash Burnout inventory-student survey, Utrecht Work Engagement Scale and the Academic Major Satisfaction Scale for Students. The results partially support the argument that student engagement is independent and is a distinct concept from burnout. Furthermore, student major satisfaction was found to significantly impact both concepts. The results can be important for an appropriate university intervention in mitigating or enforcing these behaviors.

Academic Major Satisfaction Scale--Korean Version

2014 ◽  
Author(s):  
Laurent Sovet ◽  
Miriam Sang-Ah Park ◽  
Sungcheol Jung
Keyword(s):  
Academic Major ◽  
Satisfaction Scale ◽  
Major Satisfaction ◽  
Korean Version

Academic Major Satisfaction Scale--Lithuanian Version

2015 ◽  
Author(s):  
Kristina Paradnikė ◽  
Rita Bandzevičienė
Keyword(s):  
Academic Major ◽  
Satisfaction Scale ◽  
Major Satisfaction

scholarly journals Work Value Orientation and TVET Students’ Career Decision-Making Self-Efficacy: The Mediating Role of Academic Major Satisfaction

2021 ◽  
Vol 29 (2) ◽  
Author(s):  
Azlin Kamaruddin ◽  
Roziah Mohd Rasdi
Keyword(s):  
Decision Making ◽  
Career Decision ◽  
Value Orientation ◽  
Academic Major ◽  
Career Decision Making ◽  
Major Satisfaction ◽  
Mediating Role ◽  
Work Value ◽  
The Relationship

Graduates should know how technical and vocational education and training (TVET) can increase their employability and set them on a path to a professional career. However, graduate underemployment continues to be a severe and rising issue in many countries due to graduates’ lack of readiness to make a future career decision. The present study assessed the influence of work value orientation on Career Decision-Making Self-Efficacy (CDMSE) and the mediating role of Academic Major Satisfaction (AMS) on the relationship between work value orientation and CDMSE of TVET students. A cross-sectional survey design was employed, involving 223 full-time Malaysian Skills Certificate (MSC) students who were randomly selected from TVET public institutions in Selangor, Malaysia. This study found that work value orientation was positively correlated with CDMSE. Extrinsic work values have more impact than intrinsic values in serving as precursors to students’ career decision-making. Besides, AMS satisfaction mediated the relationship between work value orientation and CDMSE.

scholarly journals Major Decisions: Motivations for Selecting a Major, Satisfaction, and Belonging

2013 ◽  
Vol 33 (2) ◽  
pp. 29-43 ◽  
Author(s):  
Krista M. Soria ◽  
Michael Stebleton
Keyword(s):  
Research Universities ◽  
Sense Of Belonging ◽  
Public Research ◽  
Academic Majors ◽  
Negatively Associated ◽  
Major Satisfaction ◽  
Intrinsic Motivations ◽  
Public Research Universities ◽  
The Relationship ◽  
Students Satisfaction

In this paper, we analyzed the relationship between students' motivations for choosing academic majors and their satisfaction and sense of belonging on campus. Based on a multi-institutional survey of students who attended large, public, research universities in 2009, the results suggest that external extrinsic motivations for selecting a major tend to be negatively associated with students' satisfaction and sense of belonging. Intrinsic motivations and internal extrinsic motivations tend to be positively related to students' satisfaction and sense of belonging.

scholarly journals Psychometric properties of the Academic Major Satisfaction Scale (AMSS) in Brazilian College Students

2021 ◽  
Vol 39 (1) ◽  
pp. 229-252
Author(s):  
Ana Karla Silva Soares ◽  
Bruna Da Silva Nascimento ◽  
Jacqueline Silvestre Da Silva ◽  
Nataly Da Cruz Serejo Barbosa ◽  
Daniely Fernandes Kamazaki
Keyword(s):  
Convergent Validity ◽  
Academic Major ◽  
Validity And Reliability ◽  
Satisfaction Scale ◽  
Academic Satisfaction ◽  
Global Satisfaction ◽  
Major Satisfaction ◽  
Item Parameters ◽  
The One ◽  
Psychometric Evidence

Academic satisfaction has been studied from different perspectives that considerate distinct ways of measurement. However, the plurality of evaluated facets prevents a more parsimonious assessment of the general students’ academic satisfaction. In the article, we aimed to provide psychometric evidence of the validity and reliability for the AMSS in Brazil in two studies (N = 893). In Study 1, an exploratory factor analysis and item parameters (Item Response Theory) support the one-factor solution and the suitability of the six items. Moreover, evidence for factorial invariance across gender and convergent validity with the PANAS and with the SWLS was also presented in Study 2. In conclusion, the present paper provides evidence of the adequacy of the AMSS to evaluate global satisfaction with the academics course in Brazil.

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