论大学生就业能力assignment [15]
论文作者:英语论文论文属性:作业 Assignment登出时间:2014-09-15编辑:zcm84984点击率:17530
论文字数:8865论文编号:org201409131118511874语种:英语 English地区:澳大利亚价格:免费论文
关键词:就业能力个人素质学术技能个人能力employ ability
摘要:本文是论大学生就业能力的留学生论文,就业能力理论可以很难被定义;有助于被雇用的因素有很多。Little在2001年表明,它是一个多维度的概念,相关的工作所需的因素和准备工作之间需要区分。
earners feel they have to be risk-takers because their self is put before others to perform. Those with low self-efficacy perceive tasks of difficulty as threats; these are people that dwell on their deficiencies and remember the obstacles they encounter when pursuing challenging tasks. There is a reason for connecting the concept of self-efficacy with the motivation to learn an additional language. For students to be able to focus on the task of learning with all their might and determination, they must have a healthy view of themselves as learners.
Although prior successes combined with other general measures of one's ability are considered exemplary predictors of achievement, (Zimmerman, 2000) many studies suggest that self-efficacy beliefs add to the predictability of these measures. One such study was that of students' self-monitoring. The findings pointed to the fact that the efficacious students monitored their working time more effectively and were more persistent. The study also indicated that the more efficacious students were better at solving problems than inefficacious students of equal aptitude (Zimmerman, 2000).
Zimmerman & Bandura (1994) analytic study for writing, found that self-efficacy for writing was a considerable predictor of college students' standards for the quality of writing measured as self-satisfying. The self-efficacy beliefs also motivated the students' use of learning strategies. According to Zimmerman there was a substantial relation between efficacy beliefs and strategy use across the grade levels being studied.
“The greater the motivation and self-regulation of learning in students with a high self-efficacy - the higher the academic achievement according to a range of measures.” (Zimmerman, 2000, p. 88)
Concerning the effects of perceived self-efficacy on persistence, research has shown that it influences the learner's skill acquisition by increasing persistence (Zimmerman, 2000). Observably, self-efficacy plays a central role in motivation, persistence and academic achievement. Zimmerman (2000) further found significant evidence of the validity of self-efficacy beliefs and their influence on a student's method of learning and motivational process.
Chapter 4
4 Conclusions
4.1 Employability summary
The literature shows a general consensus that implementing training strategies into the under-graduate curriculum for employability is important for both general education and more particularly for any future employment. One of the chief problems facing the employability programme is the inconsistency between what both academics and government view HE to be for.
Programme designed to enhance employability can benefit both the enhancement of employability and as an influence in educating students. It can promote knowledge and understanding in the given subject, develop specific and key skills, encourage self-efficacy beliefs, and improve both strategic thinking and reflection
The development of these dimensions through curriculum programmes, other student experiences will encourage the development of the self, for good citizenship and more important life long learning.
4.2 How graduates can express employability attributes
The initial findings of this work indicate that many graduates are perceived to have developed attributes r
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