Understanding the Impact of the Psychological Cognitive Process on Student Learning Satisfaction: Combination of the Social Cognitive Career Theory and SOR Model.

Michael Yao-Ping Peng,Guihua Zhang,Yan Ye,Xiaoyao Yue

doi:10.3389/fpsyg.2021.712323

Michael Yao-Ping Peng, Guihua Zhang + Show 2 more

Open Access

https://doi.org/10.3389/fpsyg.2021.712323

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Abstract

In higher education, student learning satisfaction is a significant predictor of learning that indicates the commitment students have to their learning and future academic achievement. The study combines the social cognitive career theory (SCCT) and the stimulus-organism-response (SOR) model to explore the psychological cognition and attitudes derived from students during their learning, discusses the pattern of student learning satisfaction enhancement from the aspect of process, and further understands the relationships among social support systems, interaction relationships, self-efficacy, generic skills, and learning satisfaction. In this study, 800 valid copies of questionnaires were collected from 12 universities through purposive sampling, and the structural model was analyzed by partial least squares structural equation modeling (PLS-SEM). The results showed that the relationships among all the constructs were positive and showed a significant effect; furthermore, the research results showed that self-efficacy and student generic skills had a significantly indirect effect in the model—specifically, a mediating effect. Finally, corresponding theoretical and practical implications were put forward based on the research results.

Highlights

Student learning has always been valued by scholars, especially in discussing how to enhance student learning effectiveness and learning engagement (Pike et al, 2011, 2012; Peng and Chen, 2019; Li et al, 2020; Peng et al, 2021)
Based on hypotheses 1–7, we developed the research question as follows: What is the relationship between learning satisfaction and self-efficacy, generic skills of students, social support systems, and interaction relationships based on the social cognitive career theory (SCCT) model and SOR model?
In the SCCT model, the interactions among the individuals, their environments, and their behaviors are emphasized, there is a foreseeable gap in the formation of the internal psychological cognition of the individual and its reflection in the subsequent behavior and attitude under the influence of external stimuli

Summary

Introduction

Student learning has always been valued by scholars, especially in discussing how to enhance student learning effectiveness and learning engagement (Pike et al, 2011, 2012; Peng and Chen, 2019; Li et al, 2020; Peng et al, 2021). Most students pursue differences in grades and performance, it is more important for them to find their own preferences and interests in learning and cultivate their professional capabilities and knowledge base; learning satisfaction is another psychological dimension of learning effectiveness. Different from past research, learning satisfaction can be used to determine the psychological state of the learning that students have (Kong and Yan, 2014; Pan, 2014) and construct a vital source of future learning motivation (Oyarzun et al, 2018; Alqurashi, 2019); in other words, the higher the learning satisfaction, the higher the intrinsic motivation and actual learning effectiveness (Yilmaz, 2017). This research will explore the pre-variables of learning satisfaction and understand how to promote student learning satisfaction

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