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。
ufficient, while a person who has high self-esteem believes otherwise. Self-efficacy on the other hand is the belief in one's capacity to succeed at tasks. Self-efficacy according to Neill (2005) can be general or specific where general self-efficacy is belief in one's general capacity to handle tasks, and specific self-efficacy refers to beliefs about one's ability to perform specific tasks in certain things. Self-efficacy is also sometimes used to refer to situation specific self-confidence. From this, academic self-confidence can be viewed as self-efficacy. (Zimmerman, 1990)
There is a close link between self-efficacy, self-confidence and self-esteem in providing the relationship between understanding, perception, skills, practice and personal attributes and employability. According to Bandura (1995, p. 2):
“Perceived self-efficacy refers to beliefs in one's capabilities to organize and execute the course of action required to manage prospective situations. Efficacy beliefs influence how people think, feel, motivate themselves and act”. (Bandura, 1995)
He further suggests that there are several sources of efficacy beliefs relevant to employability:
Mastery experiences.
Vicarious experiences provided by social models.
Social persuasion.
Mastery experiences occur when people are given the opportunity to try a particular task themselves, such as work experience.
“Mastery experiences are the most effective way of creating a strong sense of self-efficacy, and so play a vital role within employability.” (Bandura, 1995)
Vicarious learning occurs when learners decide, after viewing the actions of others, what types of actions will be effective or non-effective for their own performance of a task. The closer the others are in similarity to themselves, the more effective the experiences are.
The attitudes and behaviours of other people or groups frequently change our own attitudes and behaviours. Conforming one's attitude and behaviour to a person or group who can exercise authority or to an influential power, is a sensible
strategy for receiving further benefits as a basic social skill in general. Social persuasion occurs when people are convinced that they possess the capabilities needed to succeed in a particular activity. This encourages them to put in more effort and stay motivated in order to achieve success. . Bandura (1995, p. 17) further expands his discussion by saying that:
“A major goal of formal education should be to equip students with the intellectual tools, efficacy beliefs, and intrinsic interests to educate themselves throughout their lifetime”. (Bandura, 1995)
It can be presumed from Bandura's work that by providing the opportunities for in learning of mastery experiences, vicarious experiences and social persuasion, and encouraging reflection on and evaluation of these experiences, self-efficacy can be increased. A graduate who believes they can do whatever is necessary is far more likely to gain a position and be successful in whatever occupations they choose than a graduate who does not have that self-belief.
If self-efficacy is seen as an idea that one has the ability in a particular situation, then self-confidence could be seen as the way this is shown to the outside world. Self-confidence appears to be something that can be seen
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