The Relationship Of Learning Motivation, Social Support And Career Decision Making Self-efficacy In College Students

Objectiver(1) to assess the status quo of career decision-making self-efficacy in Hunan college students;(2) to investigate the relationship of learning motivation, social support and career decision making self-efficacy.Methods:Using convenient sampling method to obtain584valid subjects. The subjects completed a series of tests including Career Decision Making Self-efficacy Scale, Social Support Ration Scale, and Learning Motivation Scale.Results:(1)79students felt very difficult on the career decision making self-efficacy, accounting for13.5%of the total students;159students felt a lot of difficult, accounting for27.2%;222students felt a little difficult, accounting for38%; and almost124students felt no difficult, accounting for21.2%.(2) The major difference existed in the self-evaluation and gather information dimensions of career decision making self-efficacy.(3) Objective support subjective support and the utilization of support were positively correlated with career decision making self-efficacy (r=379,p<0.01, r=.379,p<0.01,r=269,p<0.01) significantly, and intrinsic motivation, exogenous motivation were positively associated with the career decision making self-efficacy (r=.144,p<0.01, r=.113,p<0.01).(4) Hierarchical regression analyses showed greater objective support (β=0.210) and greater subjective support (β=0.205) were associated with more career decision making self-efficacy.Conclusion:(1)The career decision making self-efficacy of Hunan college students is relatively high.(2) Objective support and subjective support can positively predict the career decision making self-efficacy.