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      Cross-Cultural Differences in Adopting Social Cognitive Career Theory at Student Employability in PLS-SEM: The Mediating Roles of Self-Efficacy and Deep Approach to Learning

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          Abstract

          Unable to keep pace with the expectations of employers and societies that are constantly changing around the world, higher education policy and talent training have given rise to a gap between university education and employment. However, the higher education and industrial needs derived from technological progress have changed the development in country. This study aims to verify the learning method of Taiwanese vs. Malaysian university students and examines the relationship between teacher knowledge transfer and student employability from the perspective of a social cognitive career theory. In this study, 619 copies of questionnaires from the Taiwanese sample group and 443 copies of questionnaires from the Malaysian sample group were collected in total to compare the two sample groups in the development of student employability. The results indicate that teacher knowledge transfer has significant positive correlations with self-efficacy and a deep approach to learning and student employability, and the self-efficacy and a deep approach to learning have significant positive correlations with student employability in the Taiwanese sample. In Malaysia, except for the path between teacher knowledge transfer and student employability, all paths were significant and positively related. Finally, according to our results and findings, this study proposes several insights with practical and theoretical implications for future study.

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          A new criterion for assessing discriminant validity in variance-based structural equation modeling

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            ON QUALITATIVE DIFFERENCES IN LEARNING: I-OUTCOME AND PROCESS*

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              To Parcel or Not to Parcel: Exploring the Question, Weighing the Merits

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                Author and article information

                Contributors
                Journal
                Front Psychol
                Front Psychol
                Front. Psychol.
                Frontiers in Psychology
                Frontiers Media S.A.
                1664-1078
                22 June 2021
                2021
                : 12
                Affiliations
                [1] 1School of Economics and Management, Huaiyin Normal University , Huai'an, China
                [2] 2School of Economics and Management, Foshan University , Foshan, China
                [3] 3School of Foreign Languages, Huaiyin Normal University , Huai'an, China
                Author notes

                Edited by: Michael S. Dempsey, Boston University, United States

                Reviewed by: Ku Ho Lin, National Chung Hsing University, Taiwan; Sophia Shi-Huei Ho, University of Taipei, Taiwan

                *Correspondence: Michael Yao-Ping Peng s91370001@ 123456mail2000.com.tw

                This article was submitted to Educational Psychology, a section of the journal Frontiers in Psychology

                †These authors have contributed equally to this work and share first authorship

                Article
                10.3389/fpsyg.2021.586839
                8259457
                34239469
                776b6552-8312-45b0-b6ef-9ffe990c89c6
                Copyright © 2021 Zhao, Peng and Liu.

                This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

                Page count
                Figures: 3, Tables: 4, Equations: 0, References: 87, Pages: 15, Words: 12205
                Categories
                Psychology
                Original Research

                Clinical Psychology & Psychiatry
                deep approach to learning,higher education,pls-sem,self-efficacy,student employability,teacher knowledge transfer

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