影响中国工程本科生与可持续发展相关职业期望的因素:基于修改后的大学影响模型的实证研究
Wenjing Yuan1, Yonghong Ma1, Yichu Deng2
1School of Public Administration, Institute of Higher Education, Beihang University, Beijing 100191, China.
Behavioral sciences (Basel, Switzerland)
|May 24, 2024
概括
工程教育必须培养可持续发展意识. 课程重点和教学积极影响学生的可持续性职业期望,性别起到调节作用.
科学领域:
- 工程教育 工程教育教育
- 可持续性研究 可持续性研究
- 高等教育教学的教学.
背景情况:
- 在工程实践中,对可持续性需求的共识越来越大.
- 工程课程需要加强,以解决可持续的服务提供.
- 关于影响工程学生可持续性职业愿望的因素的经验数据有限.
研究的目的:
- 分析课程和自我效能对工程学生可持续性职业期望的影响.
- 调查自我效能的调解作用.
- 检查性别作为这些关系中的调节者.
主要方法:
- 使用修改后的大学影响模型进行分析.
- 评估了课程的重点和教学.
- 测量了与可持续性相关的职业自我效能.
- 研究的性别作为调节变量.
主要成果:
- 课程重点和教学直接和积极地影响可持续性职业期望.
- 与可持续性相关的职业自我效能部分介导了这种影响.
- 性别显著减轻了课程对职业期望的影响.
结论:
- 高等教育机构应将可持续发展纳入课程.
- 工程教育工作者可以增强学生对解决可持续性问题的信心.
- 调查结果支持多元化工程教育,包括可持续性能力.
关键词:
大学的影响模型.课程强调课程重点.课程指导课程指导的课程指导工程系的本科生们.性别 性别 性别 性别 性别与可持续性相关的职业期望与期望.与可持续性相关的职业自我效能与可持续性相关的职业自我效能.更多相关视频
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