Literaturnachweis - Detailanzeige
Autor/in | Cheng, Pi-Yueh |
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Titel | Roles of Commitment and Foreseeability in Understanding Student Attitude Changes toward the Certification Examination in Taiwan |
Quelle | In: Career and Technical Education Research, 39 (2015) 3, S.231-242 (12 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1554-754X |
Schlagwörter | Foreign Countries; Vocational Education; Vocational Schools; College Students; Student Attitudes; Educational Attitudes; Attitude Change; Certification; Student Certification; Licensing Examinations (Professions); Student Motivation; Decision Making; Educational Experiments; Psychological Patterns; Cognitive Processes; Theories; Taiwan Ausland; Ausbildung; Berufsbildung; Vocational school; Berufsbildende Schule; Berufsschule; Fachschule; Collegestudent; Schülerverhalten; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Attitudinal change; Einstellungsänderung; Abschlusszeugnis; Zertifizierung; Schulzeugnis; Schulische Motivation; Decision-making; Entscheidungsfindung; Schulversuch; Cognitive process; Kognitiver Prozess; Theory; Theorie |
Abstract | Taiwanese vocational schools are actively promoting opportunities for students to obtain specialized certificates during their formal education. However, because segments of the student population do not intend to achieve certification, questions about how to increase the motivation of students to pursue this goal have arisen. Two experiments based on the theory of cognitive dissonance were conducted to examine whether personal making an irrevocable commitment and foreseeing the consequences of decision and actions could contribute to changing students' attitudes toward certification examinations. Experiment 1 found that university students who perceived certifications as an irrevocable commitment were more likely to change their attitudes. Experiment 2 showed that attitude change was more prevalent when the negative consequences of decisions and actions were foreseen. As expected, the results were consistent with cognitive dissonance theory. In summary, cognitive dissonance theory can contribute to understanding the process by which university students' attitudes change toward certification examinations. (As Provided). |
Anmerkungen | Association for Career and Technical Education Research. Web site: http://www.public.iastate.edu/~laanan/actermain/publications.shtml |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |