Abstract
This study aimed to examine longitudinal effect whether work volition is associated with academic satisfaction, and test the moderating effect of implicit theories about work volition on this association among female college students in Chinese (N = 586). Results indicated that work volition was positively associated with academic satisfaction, and this link was stronger for those with an incremental theory than those with an entity theory. These results provide an insight into understanding the link between work volition and academic satisfaction that is underpinned by integrated two psychology theories including the psychology of working theory and social-cognition theory. The implications and limitations are discussed.
Résumé
Volonté de travail et satisfaction académique chez les étudiantes chinoises: le rôle modérateur de la théorie incrémentale de la volition de travail. Cette étude visait à examiner l'effet longitudinal si la volition au travail est associée à la satisfaction scolaire, et à tester l'effet modérateur des théories implicites sur la volition au travail sur cette association chez les étudiantes en chinois (N = 586). Les résultats ont indiqué que la volonté de travailler était positivement associée à la satisfaction scolaire, et ce lien était plus fort pour ceux qui avaient une théorie incrémentale que pour ceux qui avaient une théorie de l'entité. Ces résultats donnent un aperçu de la compréhension du lien entre la volonté de travail et la satisfaction académique qui est étayée par deux théories psychologiques intégrées, notamment la psychologie de la théorie du travail et la théorie de la cognition sociale. Les implications et les limites sont discutées.
Zusammenfassung
Arbeitswilligkeit und akademische Zufriedenheit bei chinesischen Studentinnen: Die moderierende Rolle der inkrementellen Theorie der Arbeitswilligkeit. Diese Studie zielte darauf ab, den Längsschnitteffekt zu untersuchen, ob der Arbeitswillen mit der akademischen Zufriedenheit verbunden ist, und den moderierenden Effekt impliziter Theorien über den Arbeitswillen auf diesen Zusammenhang bei weiblichen College-Studenten in Chinesisch (N = 586) zu testen. Die Ergebnisse zeigten, dass der Arbeitswille positiv mit der akademischen Zufriedenheit assoziiert war, und diese Verbindung war für diejenigen mit einer inkrementellen Theorie stärker als für diejenigen mit einer Entitätstheorie. Diese Ergebnisse geben einen Einblick in das Verständnis der Verbindung zwischen Arbeitswillen und akademischer Zufriedenheit, die durch integrierte zwei psychologische Theorien untermauert wird, darunter die Psychologie der Arbeitstheorie und die Theorie der sozialen Kognition. Die Implikationen und Einschränkungen werden diskutiert.
Resumen
Volición al trabajo y satisfacción académica en estudiantes universitarias chinas: El papel moderador de la teoría del incremento de la voluntad de trabajo. Este estudio tenía como objetivo examinar el efecto longitudinal de si la voluntad de trabajo está asociada con la satisfacción académica, y probar el efecto moderador de las teorías implícitas sobre la voluntad de trabajo en esta asociación entre las estudiantes universitarias en chino (N = 586). Los resultados indicaron que la voluntad de trabajo se asoció positivamente con la satisfacción académica, y este vínculo fue más fuerte para aquellos con una teoría incremental que para aquellos con una teoría de entidad. Estos resultados permiten comprender el vínculo entre la voluntad de trabajo y la satisfacción académica que se sustenta en dos teorías psicológicas integradas que incluyen la teoría de la psicología del trabajo y la teoría de la cognición social. Se discuten las implicaciones y limitaciones.
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This study was supported by the 2021 Annual Project of the 14th Five-year Plan of Shenzhen Education Science (bskt21004).
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Fangfang, Z., Youhuan, W. & Li, P. Work volition and academic satisfaction in Chinese female college students: the moderating role of incremental theory of work volition. Int J Educ Vocat Guidance 23, 599–614 (2023). https://doi.org/10.1007/s10775-022-09542-2
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DOI: https://doi.org/10.1007/s10775-022-09542-2