准备行业准备的毕业生:讲师行为,自我激励和职业教育中的软技能发展的相互作用
Suyatmo Suyatmo1, Hadi Prayitno1, Willy Artha Wirawan2
1Department of Aircraft Maintenance Engineering, Politeknik Penerbangan Surabaya, Jemur Andayani I No 73 Wonocolo, Surabaya, Indonesia.
Acta psychologica
|November 7, 2025
概括
讲师的行为可以提高学生的动力和职业教育中的软技能. 这提高了学习质量和硬技能,为工业4.0做好了学生的准备.
科学领域:
- 教育教育教育教育教育教育.
- 心理学 心理学 心理学
背景情况:
- 职业教育必须为工业4.0做好学生的准备.
- 讲师的行为对于学生的发展至关重要.
研究的目的:
- 研究讲师的行为如何影响学生的自我动机和软技能.
- 检查这些因素对学习质量和硬技能能力的影响.
主要方法:
- 对229名印尼航空理工学院的最后一年学生进行调查.
- 结构方程建模 (SEM) 分析.
主要成果:
- 讲师的行为对自我激励 (β=0.911) 和软技能 (β=0.124) 有积极的影响.
- 自我激励提高了学习质量 (β=0.925),从而提高了硬技能 (β=0.449).
- 软技能没有显著影响学习质量 (β=0.004).
结论:
- 激励性的教学实践是提高学习质量和硬技能的关键.
- 职业教育课程应整合激励策略和行业相关的技能.
- 软技能可能对工作场所的适应性比学业表现更为关键.
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