Role of Autonomous Self-Regulation in Academic Major Satisfaction

Accounting student burnout and engagement: The role of major satisfaction in mitigating or enforcing functional and dysfunctional behavior

Management Science Letters ◽

10.5267/j.msl.2021.1.005 ◽

2021 ◽

pp. 1959-1968

Author(s):

Murad Abuaddous ◽

Ahmad Kalboneh ◽

Zakarya Alatyat ◽

Sinan S. Abaddi

Keyword(s):

Academic Major ◽

Student Survey ◽

Satisfaction Scale ◽

Major Satisfaction ◽

Utrecht Work Engagement Scale ◽

Distinct Concept ◽

Student Burnout ◽

The Impact ◽

Accounting Student

This study begins by establishing the nature of the debatable relationship between student burnout and engagement in an accounting context and investigates the impact of student major satisfaction as an antecedent factor for accounting student burnout and engagement. Hence, a survey of 280 students was conducted using Maslash Burnout inventory-student survey, Utrecht Work Engagement Scale and the Academic Major Satisfaction Scale for Students. The results partially support the argument that student engagement is independent and is a distinct concept from burnout. Furthermore, student major satisfaction was found to significantly impact both concepts. The results can be important for an appropriate university intervention in mitigating or enforcing these behaviors.

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Work Value Orientation and TVET Students’ Career Decision-Making Self-Efficacy: The Mediating Role of Academic Major Satisfaction

Pertanika Journal of Social Sciences and Humanities ◽

10.47836/pjssh.29.2.04 ◽

2021 ◽

Vol 29 (2) ◽

Author(s):

Azlin Kamaruddin ◽

Roziah Mohd Rasdi

Keyword(s):

Decision Making ◽

Career Decision ◽

Value Orientation ◽

Academic Major ◽

Career Decision Making ◽

Major Satisfaction ◽

Mediating Role ◽

Work Value ◽

The Relationship

Graduates should know how technical and vocational education and training (TVET) can increase their employability and set them on a path to a professional career. However, graduate underemployment continues to be a severe and rising issue in many countries due to graduates’ lack of readiness to make a future career decision. The present study assessed the influence of work value orientation on Career Decision-Making Self-Efficacy (CDMSE) and the mediating role of Academic Major Satisfaction (AMS) on the relationship between work value orientation and CDMSE of TVET students. A cross-sectional survey design was employed, involving 223 full-time Malaysian Skills Certificate (MSC) students who were randomly selected from TVET public institutions in Selangor, Malaysia. This study found that work value orientation was positively correlated with CDMSE. Extrinsic work values have more impact than intrinsic values in serving as precursors to students’ career decision-making. Besides, AMS satisfaction mediated the relationship between work value orientation and CDMSE.

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Revisiting the Congruence–Satisfaction Relationship: The Role of External Forces

Journal of Career Development ◽

10.1177/0894845317737379 ◽

2017 ◽

Vol 46 (3) ◽

pp. 203-218

Author(s):

Mingchen Fu ◽

Li-Fang Zhang ◽

Bing Li

Keyword(s):

Social Relations ◽

Academic Major ◽

Academic Majors ◽

Satisfaction Scale ◽

Major Satisfaction ◽

Vocational Setting ◽

External Forces ◽

Students Satisfaction ◽

Satisfaction Relationship

The main objective of the present study was to explore the role of the forces in the context external to the setting of a specific vocational setting (i.e., an academic major in a university) in the congruence–satisfaction relationship. Four hundred and fifty-three Chinese university students responded to the Career Personality Styles Inventory, the revised Contextual Supports and Barriers Scale, and the Academic Major Satisfaction Scale. Results indicated that the congruence between individual vocational interests and their academic majors (for brevity, congruence) and two types of external forces (external barriers and support from social relations) were significant predictors of students’ satisfaction with their academic majors. In comparison, the predictive power of external forces for students’ satisfaction with their academic majors was far beyond that of congruence. Moreover, external barriers were a marginally significant moderator in the relationship between congruence and satisfaction. Implications and limitations of the findings are discussed.

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