In
te
r
n
ation
a
l Jou
rn
al
o
f E
v
al
u
a
t
i
on
a
n
d
R
e
se
arc
h
in
Ed
u
c
ation
(
IJERE
)
Vol.
8
, No. 2, J
une
201
9
,
p
p
.
2
37
~2
42
ISSN
: 2252-
88
22,
D
O
I
:
10.11
59
1
/ijer
e
.
v8i
2.
181
88
2
37
Jou
rn
a
l
h
o
me
pa
ge
:
ht
tp:
//i
a
e
score
.
com
/
j
o
u
r
na
l
s
/
i
n
d
e
x
.
p
hp/IJ
ERE
Moti
vation to learn and social s
upport determine employability
among vocational hig
h school students
Fatw
a Ten
t
ama
1
,
S
u
ba
r
d
j
o
2
,
M
uha
ma
d
Ha
sa
n Abd
i
llah
3
1,
3
F
acu
lty
o
f
Psychol
og
y,
U
ni
vers
it
as
A
h
m
ad
D
ahl
a
n,
I
ndo
nesia
2
F
acul
t
y
o
f
L
aw
,
Uni
v
ersit
a
s
A
h
m
a
d D
a
hl
an, In
d
o
nes
i
a
Art
i
cl
e In
fo
ABSTRACT
A
r
tic
le hist
o
r
y
:
R
e
c
e
i
v
e
d
Feb
1
0
,
2
019
Re
vise
d A
p
r
2,
201
9
Ac
ce
p
t
ed
Ap
r
1
5
,
2
019
One
of
t
he
f
actors
that
i
nfluen
ce
the
l
e
vel
of
e
mployability
i
s
t
h
e
m
otiv
a
tio
n
to
l
earn
and
s
o
ci
al
s
u
p
p
o
rt.
Thi
s
s
t
u
d
y
a
im
s
t
o
d
et
e
r
mi
ne
t
he
e
f
f
ect
o
f
m
o
tiv
atio
n
t
o
l
earn
and
s
o
ci
al
s
u
p
p
o
rt
o
n
stu
d
ent
emp
l
o
y
a
b
ility
.
The
part
ici
p
ants
i
n
this
s
t
u
dy
w
ere
25
5
stud
e
n
ts
o
f
c
l
a
s
s
XII
in
S
t
a
t
e
Vo
cati
onal
Hi
gh
S
choo
l
1
Kalas
a
n
Y
o
g
y
akart
a
,
ob
tai
n
ed
t
hro
u
g
h
r
and
o
m
cl
u
s
t
er
sam
p
li
ng.
T
h
e
d
at
a
col
l
ecti
o
n
was
carried
o
u
t
b
y
u
s
i
n
g
an
e
m
p
lo
yab
i
l
ity
scal
e,
m
otiv
a
t
i
o
n
t
o
l
earn
scale
and
s
o
cial
s
upport
s
cale.
T
h
e
dat
a
a
n
a
lys
i
s
us
ed
i
n
this
s
t
udy
was
m
u
ltiple
linear
r
egress
ion
anal
ys
is.
Our
d
a
t
a
an
alys
is
sh
ow
s
th
at
m
o
t
ivati
o
n
to
l
earn
an
d
so
cial
s
up
p
o
rt
h
a
v
e
a
very
s
ig
n
i
ficant
ef
f
ect
o
n
em
plo
y
abi
l
i
t
y,
s
een
t
hrou
gh
t
h
e
F
t
est
t
h
at
obtain
e
d
a
score
o
f
44
.
7
9
8
a
nd
a
sign
if
i
cance
l
e
vel
(p)
o
f
0
.
0
0
0
(
p
<0
.
0
1
)
.
In
o
the
r
words
,
t
he
level
o
f
e
mpl
o
yabilit
y
could
be
p
re
dict
ed
b
ased
on
studen
t
s
'
l
e
vel
of
m
o
tiv
atio
n
to
l
earn
and
so
c
i
al
s
uppo
rt.
K
eyw
ord
s
:
Emp
l
o
y
a
bi
lit
y
Mo
ti
vat
i
on t
o
l
ea
rn
So
ci
al
su
ppo
rt
Co
pyri
gh
t © 2
019 In
stit
u
t
e
of Advanced
En
gi
neeri
n
g
an
d
Scien
ce.
All
rights
res
e
rv
ed.
Corres
pon
d
i
n
g
Au
th
or:
Fa
t
w
a Te
ntam
a,
Fa
cult
y
o
f
P
sycho
l
og
y,
Un
iv
ersit
a
s Ahmad
Dah
l
an
,
K
a
pa
s stree
t
9
,
S
e
m
a
ki,
Um
bul
harj
o,
Y
ogya
kar
t
a
.
Em
ail:
fatw
a
.
te
ntam
a@
ps
y.ua
d.ac
.id
1.
I
N
TR
OD
U
C
TI
O
N
Em
pl
oya
b
ili
ty
i
s
o
n
e
o
f
t
he
c
riteria
for
me
asuri
ng
the
w
o
r
k
ab
i
l
ity
o
f
i
n
div
i
du
a
l
s
wi
t
h
t
he
n
e
e
d
s
o
f
the
w
o
r
k
f
o
rce
[1].
E
m
p
loya
bili
t
y
o
f
i
n
d
i
vid
u
a
l
s
can
a
lso
a
f
fec
t
i
nd
i
v
i
d
ua
l
s
t
o
be
a
ble
to
m
a
n
age
the
i
r
w
o
rk
c
a
re
ers
[2
].
I
t
i
s
a
l
s
o
use
d
i
n
v
a
ri
ou
s
co
nt
ex
ts
c
on
c
e
r
n
i
ng
n
u
m
e
r
ous
m
ea
nin
g
s
[3].
E
mplo
ya
b
ili
ty
h
as
b
ee
n
use
d
t
o
desc
ri
b
e
t
he
o
bj
ec
ti
v
e
s
of
e
c
o
nom
i
c
s
t
r
ateg
ies
in
t
he
w
or
kp
lac
e
a
t
t
h
e
na
t
i
o
n
a
l
,
re
gi
ona
l
an
d
loca
l
leve
l
[4].
A
ccor
d
ing
to
G
am
b
o
a
,
G
ra
cia,
R
ip
ol
l
,
a
nd
Peir
ó
[5]
e
mp
l
o
y
a
b
ilit
y
i
s
o
n
e
'
s
p
e
r
ce
p
tio
n
o
n
hi
s
or
h
e
r
ow
n
opp
or
t
u
n
i
ty
t
o
ge
t
a
j
o
b
of
h
i
s
/
h
er
c
h
o
i
c
e
,
c
onsider
in
g
tha
t
the
s
e
op
p
o
rt
un
i
t
i
e
s
w
i
l
l
d
e
p
e
n
d
on
in
d
i
vi
d
u
al
cha
r
ac
t
e
ris
tics
and be
ha
vi
or a
s w
e
l
l
a
s c
o
nte
x
tua
l
f
ac
t
o
rs.
Ja
me
son
[
6
]
e
m
phas
i
ze
s
t
h
e
i
m
p
o
rta
n
c
e
o
f
deve
l
o
p
i
ng
s
tu
de
nt
e
m
p
l
o
y
a
bil
ity
o
n
j
o
b
see
k
in
g
[7]
.
Em
p
l
oya
b
i
l
i
t
y
is
r
ela
t
e
d
t
o
i
n
di
v
i
d
u
a
l
s
in
j
o
b
s
e
e
k
i
n
g
i
n
a
w
ay
t
hat
i
n
div
i
dua
ls
w
i
t
h
em
pl
o
y
ab
i
l
i
t
y
w
il
l
tr
y
t
o
impro
v
e
them
s
e
lve
s
t
o
ge
t
a
jo
b
[8]
.
A
ccor
d
in
g
t
o
F
u
g
a
t
e
,
K
i
n
ic
k
i
,
an
d
A
s
hforth
[
9]
e
mplo
ya
bi
l
ity
i
s
very
impor
ta
nt
f
or
e
very
i
nd
i
v
i
d
u
a
l
bec
a
u
se
e
m
p
lo
ya
bi
li
ty
c
a
n
i
nc
rea
s
e
t
h
e
l
i
k
e
l
i
h
o
o
d
o
f
i
n
d
i
v
i
d
u
a
l
s
t
o
g
e
t
j
o
b
s
.
Em
p
l
oya
b
i
l
i
t
y
hel
p
s
i
n
d
i
vid
u
a
l
s
t
o
u
n
d
e
r
st
a
nd
t
h
e
t
h
i
n
gs
n
e
e
d
e
d
t
o
get
a
job
[1
0].
The
f
unc
t
i
on
o
f
em
plo
y
a
b
il
i
t
y
is
t
o
en
sure
t
hat
ind
i
vi
d
u
al
s
ha
ve
c
on
fid
e
nce
i
n
the
i
r
abi
lit
ies
t
o
g
e
t
a
j
ob
ac
c
o
rdi
n
g
to
the
i
r goa
l
s
[
11]
.
Em
pl
oya
b
ili
ty
i
s
a
prob
lem
tha
t
o
fte
n
a
rise
s
c
o
ncer
nin
g
j
ob
see
kin
g
,
a
nd
l
o
w
e
mpl
oya
b
ili
t
y
i
s
a
barr
i
e
r
for
individua
l
s
t
o
enter
the
workfor
ce
[7
,
12
,
13
].
B
en
ab
o
u
a
nd
T
iro
l
e
[1
1]
a
rgue
t
ha
t
l
a
ck
o
f
em
plo
y
a
b
il
i
t
y
lim
its
t
he
a
ct
io
ns
a
n
d
a
mb
it
io
ns
o
f
i
n
di
v
i
d
u
a
l
s
t
o
en
t
e
r
t
h
e
wo
rk
fo
rce
.
L
ow
e
mp
l
o
y
a
b
i
lit
y
can
ma
ke
i
t
d
i
f
f
ic
u
l
t
for
indi
v
i
dua
ls t
o ge
t
jo
bs
[
14].
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
: 225
2-
882
2
Int.
J
.
Ev
al. & R
es. Educ.
Vol.
8, No. 2, June
2
0
19:
2
37
- 2
42
23
8
M
o
tiv
ati
o
n
to
l
ea
rn
i
s
b
e
l
i
e
v
e
d
to
h
av
e
th
e
ab
ilit
y
to
p
re
di
c
t
the
le
vel
o
f
e
mp
l
o
y
a
bi
l
ity
o
f
a
n
in
div
i
dua
l
[15]
.
A
c
c
o
rding
t
o
T
h
i
j
sse
n,
V
an
d
e
r
H
ei
j
d
en,
a
n
d
Ro
c
c
o
[
1
6
]
m
o
tiva
tio
n
t
o
l
e
a
rn
i
s
a
s
i
gn
ifican
t
fa
ct
or
t
hat inf
l
ue
nce
s
t
he
l
e
v
e
l
o
f i
n
div
i
d
u
a
l
e
mplo
ya
bi
l
i
t
y
.
I
n
li
ne
w
it
h
t
h
e
op
i
n
io
n o
f
Wi
t
te
k
i
n
d
, Rae
d
e
r
, and
G
r
ote
[1
7]
w
h
i
ch
s
t
a
tes
tha
t
l
ow
l
e
v
e
l
o
f
m
o
tiva
tio
n
to
l
ea
rn
a
ffe
c
t
s
le
v
e
l
of
e
mp
lo
y
a
bi
l
i
t
y
.
M
o
t
i
va
t
i
o
n
t
o
lear
n
a
c
t
s
a
s
t
h
e
drive
t
o
i
nc
rea
s
e
em
pl
o
y
a
b
il
it
y
by
se
t
t
i
n
g
l
e
arni
ng
goa
l
s
,
sta
nda
rd
r
es
ul
ts
t
o be
o
b
t
ai
ne
d,
a
n
d
assessm
ent o
f
l
ear
ning
o
u
tc
o
m
e
s
[
18].
Mo
t
i
v
a
t
ion
to
l
ear
n
i
s
a
b
e
lie
f
he
ld
b
y
i
n
d
i
vid
u
a
l
s
ab
ou
t
t
h
eir
a
b
i
lit
y
t
o
l
ea
rn,
val
u
es
r
elate
d
t
o
a
n
ac
t
i
v
i
ty
,
a
n
d
t
h
e
le
vel
o
f
i
nt
ere
s
t
the
y
h
a
v
e
i
n
l
ear
n
i
ng
a
cti
v
it
i
e
s
[19
]
.
Sch
u
n
k
,
P
i
n
t
r
i
c
h
,
a
nd
M
e
ece
[2
0
]
d
e
fin
e
m
ot
iv
atio
n
to
l
ea
rn
a
s
a
c
o
mpl
e
x
c
o
n
c
e
p
t
i
nvo
lvi
n
g
va
ri
o
us
i
nter
nal
f
o
r
ces,
such
a
s
ins
t
incts,
i
m
p
ulses,
hab
i
ts,
nee
d
s,
a
nd
g
o
a
l
s,
o
f
t
e
n
u
se
d
t
o
e
xp
la
in
s
uc
ce
sse
s
or
f
a
i
l
ure
s
i
n
lear
nin
g
t
asks.
Mo
t
i
va
ti
o
n
t
o
lea
r
n
ca
n
be
d
efine
d
a
s
goa
l
ac
t
u
al
iza
tio
n
of
i
nd
iv
id
ual
mot
i
v
es
i
n
c
e
rta
i
n
s
it
ua
t
i
ons
w
here
i
n
d
i
v
i
dua
l
s
e
m
p
ha
si
z
e
rea
d
i
n
ess
or
w
il
l
i
n
g
n
e
s
s
to
c
han
g
e
[2
1].
M
eanw
h
ile
acc
or
di
n
g
t
o
Y
e
[2
2
]
m
otiva
t
i
o
n
t
o
l
ea
rn
i
s
the
dr
ivi
ng
forc
e
for
c
o
n
duc
t
i
ng
lea
r
n
i
n
g
a
ct
i
v
i
t
i
es,
prom
ot
ing
s
p
on
ta
neo
u
s
e
ff
orts
a
nd
m
a
in
ta
i
n
i
ng
le
arn
i
n
g
a
c
t
i
v
i
t
ies
w
itho
u
t
or
d
ers
from
others.
I
n
d
i
v
i
dua
ls
w
il
l
n
o
t
nece
ssari
l
y
h
a
v
e
em
ploy
a
b
i
l
ity
w
i
t
h
no
a
va
ilab
l
e
so
ci
al
s
u
ppor
t
.
T
hi
s
i
s
b
ec
a
u
se
soc
i
al
s
u
p
por
t
is
n
ee
ded
t
o
h
ave
be
t
t
e
r
e
m
p
l
o
ya
bil
i
t
y
[23]
.
S
o
c
i
a
l
s
u
p
p
o
rt
i
s
a
ps
yc
ho
lo
gica
l
r
e
s
ource
t
ha
t
enha
nc
es
t
he
e
mplo
ya
bi
l
ity
o
f
ind
i
v
i
d
u
a
l
s
t
o
d
e
a
l
w
i
t
h
s
t
r
es
s
a
nd
t
h
e
p
o
ssi
bi
l
i
t
y
o
f
n
o
t
ge
tt
ing
a
j
ob
[24]
.
The
prima
r
y
role
o
f
soc
i
a
l
n
e
t
w
o
rki
ng
is
t
o
pro
v
i
d
e
s
o
c
i
al
s
u
p
p
o
rt
for
t
h
e
m
e
m
b
ers
i
n
si
d
e
.
A
ddi
tio
na
ll
y
,
i
n
t
h
e
c
o
nt
ex
t
of
e
m
p
l
o
y
a
bi
l
ity
,
th
e
a
v
ai
l
a
bil
i
ty
o
f
so
ci
al
s
u
ppo
rt
c
a
n
i
n
cre
a
se
i
nd
i
v
id
ua
l
em
p
l
oya
b
i
l
i
ty
l
e
v
e
l
[
25]
.
S
o
m
e
r
esea
rche
rs
h
ave
s
how
n
tha
t
s
oc
ia
l
s
u
p
p
o
rt
i
s
a
n
e
s
s
en
tia
l
r
es
ourc
e
f
or
i
n
d
i
v
id
ua
ls
b
eca
use
i
t
c
an
h
el
p
in
div
i
dua
ls t
o de
ve
l
op [2
6],
ach
ie
ve
c
a
r
ee
r plan
s,
and
improve
e
m
pl
o
y
a
b
i
lit
y [2
7].
S
o
cial
s
up
p
o
rt
i
s
de
fi
ned
as
a
n
unde
rsta
n
d
i
n
g
fr
om
o
t
h
e
r
p
eop
l
e
t
ha
t
the
pe
rso
n
i
s
l
ove
d,
c
a
r
ed
f
or
,
appre
c
i
ate
d
,
va
l
u
e
d
, an
d
a
l
so r
ega
r
de
d as par
t
of
a
c
o
m
m
u
n
i
c
a
ti
o
n
ne
t
w
o
r
k
w
ith m
utua
l
n
e
e
d
s [2
8].
D
i
M
a
tte
o
[2
9]
d
e
f
i
n
e
s
s
ocia
l
sup
por
t
a
s
s
u
ppor
t
or
a
ssis
t
a
n
ce
tha
t
c
ome
s
from
ot
her
pe
o
p
le
(
e
.
g.,
fam
ily,
frie
nds,
or
c
o
wo
rk
ers).
S
o
ci
a
l
s
u
ppo
rt
r
ef
ers
t
o
c
o
m
fort
,
ca
re
,
ap
p
r
e
c
i
a
t
i
o
n,
o
r
ass
i
sta
n
ce
r
ece
ive
d
b
y
some
o
n
e
fr
o
m
a
n
oth
e
r
p
e
rso
n
o
r
g
rou
p
[
30
].
S
o
c
i
a
l
su
pport
is
t
h
e
h
elp
we
r
e
c
eive
f
ro
m
othe
r
s
i
g
n
i
fica
n
t
p
e
o
ple
s
u
ch
a
s
fa
mil
y
, frien
ds,
or c
ow
orker
s
in the
form
of em
otio
na
l, i
nfor
ma
t
i
o
n
,
ma
terial
o
r be
ha
vi
ora
l
su
p
p
o
rt [
31].
The
p
u
rp
ose
o
f
t
his
st
u
dy
w
a
s
t
o
d
e
t
erm
i
ne
t
he
e
ffec
t
o
f
m
oti
v
a
t
i
on
to
l
e
a
rn
a
nd
s
o
c
i
a
l
s
u
p
por
t
o
n
em
plo
y
a
b
il
i
t
y
i
n
voca
t
io
na
l
st
ude
n
t
s.
A
s
an
i
m
p
lica
t
i
on,
w
e
h
o
p
e
t
h
a
t
t
h
i
s
st
ud
y
c
o
u
l
d
he
lp
i
nf
orm
sch
o
o
l
s
t
o
pay
at
t
e
n
t
i
o
n
to
s
e
v
era
l
fa
c
t
o
r
s that
can
i
mp
rove
t
he
e
m
p
l
o
ya
b
i
li
ty
o
f
voc
ati
o
nal s
t
u
d
e
n
t
s
.
2.
RESEARCH
M
ETH
O
D
The
part
ic
ipa
n
ts
i
n
th
is
s
t
u
d
y
w
ere
2
2
5
st
ude
n
t
s
of
c
la
s
s
X
II
i
n
S
t
a
t
e
V
o
ca
ti
ona
l
H
i
g
h
S
c
h
ool
1
K
a
lasa
n,
S
le
ma
n
,
Y
ogya
k
a
r
t
a
.
T
he
s
e
l
e
c
tio
n
of
r
es
ear
ch
p
ar
tic
ip
ant
s
w
as
r
a
n
domize
d
w
i
t
h
cl
ust
e
r
sam
p
lin
g te
c
h
n
i
q
u
e.
Th
is
s
t
u
dy
m
e
asure
d
t
he
v
aria
b
l
e
s
u
s
i
ng
t
hre
e
L
i
k
er
t
S
c
a
l
es,
na
me
ly
t
he
e
m
p
l
o
y
a
bi
lit
y
sca
l
e
,
moti
va
t
i
o
n
t
o
l
e
arn
sca
l
e,
a
nd
s
ocia
l
su
p
por
t
sc
ale.
E
m
p
lo
y
a
bi
l
ity
i
s
m
easur
ed
u
s
i
ng
the
em
pl
o
y
a
b
i
l
i
t
y
s
c
a
le
w
h
ic
h
refers
t
o
a
s
pec
t
s
of
e
m
p
loya
bil
i
t
y
a
ccor
d
i
n
g
to
P
oo
l
a
nd
S
e
w
e
l
l
[
7]
,
nam
e
ly
:
ski
l
l
s
,
k
now
l
e
dge
,
un
dersta
n
d
i
n
g,
a
nd
perso
n
a
l
a
tt
r
i
b
u
t
es.
Th
e
m
o
tiva
tio
n
t
o
l
ea
r
n
s
ca
le
by
S
a
rdim
a
n
[
3
2
]
,
m
ea
sur
e
s
th
e
fo
l
l
ow
i
n
g
as
pe
c
t
s
o
f
m
ot
i
v
at
i
o
n
:
d
ili
ge
nce
in
doi
ng
sc
h
o
o
l
a
ss
i
g
n
me
n
t
s,
r
e
s
i
l
ienc
e
in
f
ac
ing
d
i
ffic
ul
t
i
e
s
,
show
i
n
g
i
n
t
e
rest
i
n
var
i
o
u
s
pr
ob
lem
s
,
prefe
r
enc
e
i
n
i
nde
pe
nde
n
t
w
ork,
g
e
tti
ng
bo
r
e
d
q
u
ic
kly
i
n
r
o
u
t
i
n
e
tasks,
a
b
i
l
i
t
y
t
o
s
t
i
c
k
w
i
t
h
h
i
s
/
h
e
r
o
p
i
n
i
o
n
,
s
t
r
o
n
g
l
y
h
o
l
d
s
h
i
s
/
h
e
r
b
e
l
i
e
f,
a
n
d
likes
t
o
s
o
l
v
e
soc
i
al
p
rob
l
em
s.
M
e
an
whi
l
e
,
t
h
e
so
ci
a
l
s
u
pport
sca
l
e
by
S
met
[
3
3
]
,
me
asu
r
e
d
t
h
e
s
e
as
pect
s
of
s
oc
ia
l
s
u
p
por
t:
em
oti
ona
l
atte
n
t
ion,
infor
m
a
tio
n,
i
n
s
tru
m
ental,
an
d
p
o
s
i
t
i
v
e a
f
firm
ati
on.
2.1.
In
stru
me
nt
vali
d
it
y an
d
r
e
liab
i
l
i
ty
O
n
t
h
e
e
m
p
l
o
y
a
b
i
l
i
t
y
s
c
a
l
e
,
w
i
t
h
6
1
s
u
b
j
e
c
t
s
,
t
h
e
r
e
s
u
l
t
o
f
t
h
e
r
el
ia
bi
lit
y
c
o
ef
fic
i
e
n
t
w
a
s
0.
821.
T
h
e
corr
ecte
d
i
t
e
m-
t
o
ta
l
corr
ela
t
i
o
n
in
de
x
m
ove
s
fr
om
0
.
2
8
9
t
o
0.51
0
.
T
went
y
i
t
e
ms
w
ere
c
o
nsid
e
r
ed
v
ali
d
a
nd
relia
ble.
O
n
t
h
e
moti
vat
i
on
t
o
l
ear
n
t
h
e
sc
a
l
e,
w
i
t
h
61
tes
t
s
u
b
j
ec
t
s
,
t
h
e
relia
b
i
lit
y
coe
fficie
n
t
w
a
s
0.
920.
T
he
corr
ecte
d
item
-
to
ta
l
c
o
rre
l
a
tio
n
i
nde
x
mo
ves
from
0
.25
8
t
o
0.
7
1
1.
V
alid
a
nd
re
lia
b
l
e
i
t
e
m
s
tha
t
w
e
r
e
u
s
ed
f
or
re
sea
r
ch
w
e
r
e
3
3
it
ems
.
O
n
t
h
e
so
ci
al
s
up
po
rt
s
cal
e
,
w
i
t
h
6
1
t
e
s
t
s
u
b
jec
t
s,
t
he
r
esul
t
o
f
t
he
r
eli
a
bi
l
i
t
y
coe
f
fic
i
e
n
t
w
a
s
0.85
7.
T
he
c
orre
cted
i
te
m
-
to
tal
c
o
rre
l
a
ti
on
i
n
d
e
x
m
ov
es
f
rom
0.
297
t
o
0.69
5.
V
al
id
a
n
d
re
l
i
a
b
l
e it
ems t
h
at
were
u
s
ed
fo
r
rese
a
r
c
h
w
e
r
e 2
0
i
t
e
ms.
2.2.
Da
ta
a
na
ly
si
s
Th
e
me
tho
d
f
o
r
d
at
a
an
a
l
ysi
s
u
sed
wa
s
para
me
t
r
i
c
m
et
h
o
d
.
D
at
a
a
na
ly
si
s
w
a
s
pe
rform
ed
u
s
i
ng
SPS
S
1
7
.
0
for
W
i
n
d
o
w
s,
t
h
r
ou
gh
m
ul
tipl
e
re
g
r
es
sion
t
e
c
hni
qu
e,
a
s
ta
tis
t
i
c
a
l
a
n
a
ly
si
s
t
e
c
h
ni
q
u
e
t
o
Evaluation Warning : The document was created with Spire.PDF for Python.
Int J
Eval & R
es E
d
u
c
.
IS
S
N
:
2252-
88
22
Mo
tiv
a
t
i
on
to l
e
ar
n an
d
soc
i
al
su
pp
or
t de
t
e
rm
i
n
e
e
m
ploy
abil
i
t
y
am
o
ng
v
o
cat
i
on
al
… (
F
atw
a
T
e
ntam
a)
23
9
deter
m
i
n
e
t
h
e
e
ffe
c
t
o
f
tw
o
inde
pe
nde
n
t
v
a
r
iab
l
e
s
(
mot
i
va
ti
on
t
o
lear
n
a
nd
s
o
c
i
al
s
u
p
p
o
r
t
)
o
n
o
ne
d
e
p
en
de
n
t
varia
b
l
e
(e
m
pl
oya
b
i
l
ity).
3.
RESULT
S
A
N
D
DISCU
SSIO
N
3.1.
N
o
rm
al
ity
test
Ta
b
l
e
1
pre
s
en
ts
t
he
r
e
s
ul
ts
o
f
the
norm
a
li
ty
t
es
ti
ng
for
a
l
l
v
a
r
i
a
bl
es:
Emp
l
oy
ab
ilit
y
wi
th
a
K
-SZ
score
coe
f
fic
i
e
n
t
=
0.93
4
a
n
d
p
=
0
.
3
4
7
;
mot
i
vat
i
on
t
o
le
a
r
n
w
i
th
a
K
-SZ
sc
ore
c
o
ef
fic
i
en
t
=
1.3
4
5
a
nd
p
=
0
.
0
54;
a
nd
s
o
c
ia
l
su
ppo
rt
w
it
h
a
K-S
Z
s
c
o
re
c
o
e
ff
i
c
i
e
nt
=
1
.
0
34
w
ith
p
=
0
.
2
35.
This
indi
c
ates t
ha
t
there
is
n
o
di
ffe
re
nce
be
tw
een
t
he
s
a
m
p
l
e
a
nd
p
o
p
u
l
atio
n
score
d
i
stri
but
io
n
.
In
o
the
r
w
ords,
the
sa
mple
i
s
a
b
l
e
t
o
re
p
r
e
s
e
n
t
th
e po
pul
ati
o
n
.
Tab
l
e
1. N
ormalit
y
t
e
st
Va
r
i
a
b
l
e
K
-SZ
s
c
ore
Sig.
N
ot
e
s
Em
ploya
bili
t
y
0
.
934
0
.
347
N
or
m
a
l
M
o
tiva
t
ion
to
l
e
a
r
n
1.
345
0
.
054
N
or
m
a
l
Soc
i
a
l
s
upport
1.
034
0
.
235
N
or
m
a
l
3.2.
Lin
e
arity
test
Ta
b
l
e
2
present
s
t
he
r
esul
ts
o
f
t
h
e
line
a
ri
ty
t
es
t
t
h
a
t
a
n
F
w
a
s
obta
i
n
e
d
o
n
m
ot
iva
tio
n
to
l
e
a
r
n
tow
a
rds em
p
l
o
y
a
b
ili
ty w
it
h
a score
of 2
8.8
1
7
a
n
d
a
sig
nif
i
c
a
nce
l
ev
el
(
p
)
of
0.000. This
sugges
ts
that
the data
is l
inear
–
i
n o
t
he
r
w
o
rds, the
re
i
s
a
l
i
ne
t
ha
t
con
n
e
c
t
s
m
o
ti
v
ati
o
n
t
o
l
e
a
rn w
ith
e
m
p
l
oya
b
ili
ty. Mea
n
w
h
i
l
e,
t
he
line
a
ri
t
y
t
es
t
of
s
oc
ial
s
u
ppor
t
t
o
w
a
rds
em
ploya
b
i
l
i
ty
r
es
ul
ts
wi
th
a
n
F
tha
t
s
c
o
res
72
.474
a
nd
a
s
ig
nif
i
c
a
n
ce
leve
l (
p
) of 0.
000
w
h
ich i
n
dic
a
te
s
a
l
i
ne
ar
c
onnec
tio
n be
t
w
e
e
n
so
c
i
al s
uppo
rt
an
d
e
m
p
l
oy
ab
il
i
t
y
.
Ta
bl
e
2
.
Li
n
ea
ri
ty
t
est
V
a
r
i
ab
l
e
F
S
i
g
n
i
f
i
c
a
n
c
e
Cr
it
er
i
a
N
o
t
es
M
o
tiva
tion
to
l
e
a
r
n
28.
817
0
.
0
0
0
P
<
0
.
0
5
L
i
nea
r
Soc
i
a
l
S
upport
72.
474
0
.
0
0
0
P
<
0
.
0
5
L
i
nea
r
3.3.
Mu
l
t
i
c
oll
i
n
e
ar
ity
test
Ta
b
l
e
3
prese
n
ts
b
a
s
e
d
o
n
t
h
e
anal
ys
is
t
hat
m
o
t
i
va
ti
o
n
t
o
lea
r
n
a
n
d
s
o
c
i
a
l
s
u
p
p
o
r
t
e
a
c
h
h
a
d
a
V
I
F
val
u
e
=
1.0
8
6
(V
IF
<
10)
a
nd
t
oler
an
ce
0
.9
2
1
=
(
t
o
le
ranc
e
>
0
.1),
i
n
d
i
ca
t
i
ng
t
ha
t
there
is
n
o
m
u
l
tic
oll
i
n
ear
i
t
y
betw
ee
n m
o
t
i
v
a
t
i
o
n
to
le
arn
and so
c
i
a
l
s
u
p
p
o
rt.
Tab
l
e
3
.
Mul
t
i
c
o
ll
ine
a
r
ity
t
e
s
t
V
a
r
i
a
b
l
e
T
o
l
er
an
c
e
V
I
F
N
o
t
e
s
Motiva
t
ion to l
e
a
r
n
0.921
1
.086
N
o m
u
lti
c
o
llin
e
a
r
ity
Soc
i
a
l
S
uppor
t
0.921
1
.086
N
o m
u
lti
c
o
llin
e
a
r
ity
3.4.
M
u
lt
ip
l
e
r
e
g
r
e
s
s
i
o
n
t
e
s
t
Ta
b
l
e
4
desri
b
es
t
he
m
u
l
tip
le
r
e
g
ressi
on
a
na
ly
sis.
I
t
s
how
s
F
=
4
4
.798
w
it
h
a
si
gn
ifi
c
an
ce
l
e
v
el
(
p
)
of
0
.
000
(
<
0.
0
1
).
T
he
r
esul
t
me
ans
t
h
at
m
o
t
i
v
a
t
i
o
n
t
o
l
e
a
rn
a
n
d
s
oc
ial
s
upp
or
t
ha
ve
a
v
e
r
y
si
gn
ifi
c
a
n
t
effe
c
t
on
e
m
p
l
o
yab
i
lit
y
i
n
v
oc
a
t
i
o
na
l
h
i
gh
sc
h
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o
l
stu
d
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ts.
T
h
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ma
g
n
it
ude
o
f
t
h
e
c
o
n
t
ri
but
i
o
n
o
f
t
he
e
ffec
t
of
moti
va
t
i
o
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t
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le
arn
an
d
s
o
c
i
al
s
u
p
p
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r
t
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em
plo
y
a
b
i
l
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t
y
is
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nd
i
ca
te
d
b
y
t
h
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A
djus
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R
S
q
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2
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t
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t
t
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m
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a
n
d
s
oc
i
a
l
su
pp
ort
c
o
ntr
i
b
u
t
es
2
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1%
w
hi
l
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t
he
r
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m
ain
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71.9
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i
s
in
flue
nce
d
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t
her
fa
ctors be
yon
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the
va
ria
b
les s
t
ud
i
ed
.
Ta
b
l
e 4.
Mul
ti
ple
regre
ssio
n
t
e
s
t
resul
t
Va
r
i
a
b
l
e
A
djust
e
d R
S
q
u
a
re
F
S
ig
C
rit
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r
i
a
N
o
te
s
Moti
va
tion to lea
r
n
a
nd
S
o
c
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l
S
upp
o
r
t on E
m
plo
y
a
b
i
lity
0.
281
44.
798
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000
P
<
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0
1
B
o
t
h
v
ar
i
a
b
l
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ha
v
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a
v
e
r
y
signific
a
nt e
f
f
e
c
t
on em
plo
y
a
b
ilit
y
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
: 225
2-
882
2
Int.
J
.
Ev
al. & R
es. Educ.
Vol.
8, No. 2, June
2
0
19:
2
37
- 2
42
24
0
3.5.
A
n
alys
is of
rel
ati
o
n
s
h
i
p
s
b
etw
een
var
iab
l
e
s
Base
d
o
n
T
a
b
l
e
5
,
the
re
sul
t
s
o
f
t
h
e
re
gressi
on
a
n
a
l
ys
i
s
s
how
t
ha
t
the
ma
gnit
ude
o
f
t
h
e
ef
fec
t
o
f
moti
va
t
i
o
n
t
o
lear
n
on
e
m
p
l
oya
b
ili
ty
w
a
s
(
t)
=
3
.
4
5
2
w
i
t
h
a
si
g
ni
fican
c
e
l
e
v
e
l
o
f
0.
00
1
(
p
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1
)
.
I
t
is
in
dic
a
t
i
n
g
t
ha
t
t
h
er
e
i
s
a
v
er
y
s
i
g
n
i
fica
nt
e
ffec
t
of
m
o
tiv
ati
o
n
t
o
l
ea
rn
o
n
emp
l
oy
a
b
ili
ty
i
n
vo
c
a
ti
ona
l
h
i
gh
sc
ho
ol
s
t
u
d
e
nt
s.
M
e
a
n
w
hi
l
e
,
t
h
e
reg
r
e
s
si
on
a
n
a
l
y
si
s
of
s
o
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i
a
l
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pl
o
y
a
b
i
l
i
t
y
obta
i
ne
d
(
t
)
=
7
.
486
w
ith
a
s
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i
fic
a
n
ce
le
ve
l
of
0
.00.
T
he
r
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t
me
ans
t
h
a
t
t
h
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re
i
s
a
v
e
r
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s
i
g
n
i
f
i
c
a
n
t
e
f
f
e
c
t
o
f
s
o
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i
a
l
s
u
p
p
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plo
y
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y i
n
voc
a
t
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o
na
l
h
i
gh
sc
ho
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l
stu
de
nt
s.
Ta
b
l
e 5.
A
na
l
y
sis of
r
e
l
a
t
i
o
ns
hips
b
e
t
w
e
e
n
v
ar
i
a
b
l
e
s
Va
ri
a
b
le
t
S
ig
C
rit
e
r
i
a
Note
s
Motiva
tion to l
e
a
r
n on em
pl
o
y
a
b
ilit
y
3.452
0
.00
1
p
<
0
.01
The
r
e
i
s a
v
e
ry
sig
nifica
nt e
ffec
t
Soc
i
a
l
s
upp
ort
o
n
e
m
p
loya
bili
t
y
7
.
486
0
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000
p<
0.
01
The
r
e
is a
v
e
r
y
sig
n
ifica
n
t e
ffec
t
The
r
e
gre
s
si
o
n
a
n
al
ys
i
s
r
esu
l
ts
o
f
t
h
e
t
w
o
i
nde
pe
nde
n
t
v
a
r
ia
b
l
e
s
,
n
a
m
e
l
y
:
m
o
t
i
v
a
t
i
o
n
t
o
l
e
a
r
n
a
n
d
soc
i
al
s
up
p
o
rt
on
s
t
u
d
e
n
t
s
'
em
plo
y
a
b
i
l
i
t
y,
s
how
t
ha
t
mot
i
v
at
i
o
n
t
o
l
e
a
r
n
a
n
d
s
o
c
i
al
s
up
po
rt
s
i
m
u
l
t
a
neo
u
s
l
y
affec
t
s
tu
de
nt
e
mplo
ya
bi
l
ity.
Ba
se
d
o
n
t
h
e
s
e
r
esul
ts,
t
h
e
fir
s
t
h
ypo
the
s
is
c
la
i
m
in
g
tha
t
e
m
p
lo
ya
bi
li
ty
c
a
n
b
e
pred
ic
t
e
d
base
d
o
n
m
ot
iva
t
i
on
t
o
l
ea
rn
a
nd
s
o
cia
l
s
up
por
t
is
a
c
c
e
p
t
ed.
The
t
w
o
i
nde
pe
nde
n
t
v
a
r
iab
l
e
s
con
t
ri
b
u
te
2
8.1%
t
o
e
m
pl
o
y
a
bi
l
i
t
y
,
w
h
il
e
the
re
ma
i
n
in
g
71.9
%
i
s
i
nf
lue
n
ce
d
by
o
th
er
f
a
c
t
o
rs
o
u
t
sid
e
t
h
e
sco
p
e
of t
hi
s st
ud
y.
V
a
r
i
o
u
s
e
m
p
i
r
i
c
a
l
s
t
u
d
i
e
s
h
a
v
e
b
e
e
n
c
a
r
r
i
e
d
o
u
t
t
o
d
e
t
e
r
m
i
n
e
t
h
e
fa
cto
r
s
tha
t
i
nf
lu
en
ce
em
plo
y
a
b
il
i
t
y,
i
nc
l
u
d
i
ng
e
m
p
l
oya
b
ili
ty
act
i
v
i
t
ie
s
[3
4],
self-e
f
fica
cy
a
n
d
e
m
p
l
o
yab
i
l
i
t
y
c
ul
tur
e
[
35],
p
r
oac
t
i
v
e
p
e
rson
al
it
y
,
b
o
und
a
r
yl
ess
mi
nd
set
,
i
de
nti
t
y
a
w
are
n
es
s,
s
o
c
i
a
l
n
e
t
w
o
rk
s,
s
o
c
ia
l
su
p
por
t
,
s
elf-
es
tee
m
,
j
o
b
sear
ch
a
nd
r
e
-e
mplo
ym
en
t
[
3
6
]
,
posi
t
i
v
e
e
m
o
t
i
o
ns
a
n
d
c
om
m
i
tm
en
t
[
3
7
],
i
nvo
lve
m
e
n
t
a
nd
life
sa
ti
sfac
t
i
o
n
[3
8],
he
al
th
a
nd
w
e
l
l
-
be
in
g
[3
9].
P
a
rtial
l
y,
t
he
r
e
s
u
lts
o
f
t
h
i
s
stu
dy
in
di
c
a
t
e
t
h
a
t
mo
ti
v
a
t
i
o
n
to
l
ea
rn
con
t
ri
b
u
tes
t
o
e
m
p
lo
ya
bi
li
ty
by
7.4%
a
n
d
t
he
c
o
n
tr
ib
u
t
i
o
n
o
f
s
o
c
i
a
l
s
u
p
por
t
t
o
e
m
p
loy
a
bil
i
t
y
i
s
2
2
.4
%.
T
he
effec
t
o
f soc
i
a
l
sup
p
o
rt on e
m
pl
o
y
ab
i
lit
y
i
s
m
or
e dom
i
n
an
t
tha
n
mo
t
i
v
a
t
ion t
o
lea
rn on e
m
pl
o
y
a
b
i
l
i
t
y s
t
ude
n
t
s
in S
ta
t
e
V
oc
a
t
iona
l
H
i
g
h
S
choo
l 1 K
a
lasa
n.
In
t
h
e
s
e
c
ond
h
ypo
th
e
s
i
s
,
we
f
o
und
t
h
a
t
mo
t
i
v
a
t
i
o
n
to
l
ea
rn
c
o
u
l
d
a
ls
o
si
g
n
i
f
ican
t
l
y
i
n
fl
uenc
e
stude
n
t
e
m
p
lo
yab
i
li
ty,
i
ndic
a
tin
g
tha
t
t
he
h
yp
o
t
he
sis
i
s
a
c
c
e
pt
ed
.
Th
e
resu
l
t
s
a
re
i
n
li
ne
w
i
t
h
t
h
e
f
in
di
ng
s
of
Ra
em
d
onc
k,
B
ea
usa
e
rt,
F
r
öhl
ic
h,
K
oc
h
o
ia
n,
a
nd
M
e
u
ra
nt
[
40]
w
ho
a
l
s
o
s
u
p
por
t
pr
evi
o
us
r
e
s
ear
ch
a
n
d
broa
de
ne
d
the
un
de
rsta
n
d
in
g
of
t
he
m
echa
n
ism
by
w
h
ic
h
l
o
w
m
o
ti
v
a
tio
n
to
l
e
a
rn
i
s
a
n
o
bs
tacle
to
i
nc
re
a
s
in
g
em
plo
y
a
b
il
i
t
y.
T
he
r
esu
l
t
s
o
f
the
W
i
ers-Je
nssen
s
t
u
dy
[41
]
a
lso
f
o
u
n
d
t
hat
the
im
pac
t
t
ha
t
re
su
lted
from
a
hi
gh
moti
va
t
i
o
n
to lea
r
n w
a
s the
i
n
c
r
ea
se i
n
ind
i
vi
dua
l em
p
l
oya
b
ili
ty.
A
c
cordi
n
g
t
o
T
ymo
n
[
4
2
]
em
plo
y
a
b
i
l
i
t
y
c
a
n
be
d
e
v
e
l
op
ed
by
i
n
cre
asi
n
g
m
o
t
i
va
ti
on
t
o
lear
n,
i
n
a
broa
de
r
sense
,
i
t
w
ill
be
ne
fi
t
ind
i
vi
d
u
a
l
s
to
e
nga
ge
w
it
h
m
o
re
ope
n
s
k
il
l
d
e
vel
o
pm
en
t
ac
t
i
v
i
t
i
e
s
w
hic
h
l
eads
to
m
ore
suc
c
e
ssfu
l
d
e
v
e
l
op
me
nt
s.
B
y
ha
v
i
n
g
t
he
p
o
s
i
t
i
v
e
m
otiva
t
i
o
n
t
o
l
e
a
rn,
i
n
div
i
dua
ls
c
a
n
a
ch
i
e
ve
a
sy
st
emat
i
c
sel
f-awa
re
n
e
ss t
o
d
e
v
elo
p
b
e
t
t
e
r emp
l
oy
ab
ili
t
y
[4
3
]
.
In
t
h
e
t
hi
rd
hyp
oth
e
si
s
p
r
op
os
ed
,
i
t
was
f
oun
d
t
h
at
t
h
e
re
w
as
a
n
in
fl
ue
n
c
e
of
s
oc
ia
l
su
pp
ort
o
n
t
he
e
m
p
l
oy
a
b
i
lit
y
o
f
s
t
u
d
e
nt
s,
i
nd
i
cati
ng
t
h
a
t
t
h
e
h
ypo
th
e
s
i
s
i
s
a
c
c
e
pt
ed
.
Th
e
resu
lt
s
ob
t
a
i
n
ed
a
re
s
upp
ort
e
d
by
t
h
e
a
s
s
u
m
e
d
t
h
e
o
r
y
a
n
d
a
l
s
o
s
o
m
e
o
t
h
e
r
s
im
i
l
a
r
r
e
s
e
a
r
c
h r
e
s
u
l
t
s
s
uc
h
a
s
E
b
y
,
Bu
t
t
s,
a
nd
Lockw
o
o
d
'
s
r
e
sea
r
ch
[4
4]
w
h
i
c
h
s
ho
w
e
d
t
h
at
i
n
d
i
v
i
dua
ls
w
i
t
h
m
ore
exte
ns
ive
s
o
c
i
a
l
s
u
p
p
o
rt
n
e
t
w
o
r
k
a
re
b
e
l
ie
ved
t
o
h
a
v
e
h
i
gher
em
plo
y
a
b
il
i
t
y.
S
ocial
su
p
p
o
r
t
c
a
n
fa
ci
l
i
t
a
t
e
t
h
e
d
eve
l
opm
e
n
t
o
f
c
are
e
r
i
d
ent
i
ty
,
pro
v
i
d
e
su
pp
ort
for
le
a
r
ni
ng,
and
co
n
v
ey
r
el
eva
n
t
ca
ree
r
k
now
led
g
e
[45]
.
I
n
l
in
e
wi
th
e
mpiric
a
l
s
t
u
d
i
e
s
c
o
n
duc
te
d
by
M
cA
r
d
l
e
,
Wate
rs,
Br
isc
o
e,
a
nd
H
a
ll [3
6]
s
how
e
d
tha
t
t
h
e
r
e
w
a
s
a
bo
n
d
b
etw
e
e
n
soc
i
a
l
s
uppo
rt
a
nd
emp
l
oya
b
ili
ty
.
Th
e
i
m
pl
i
c
ati
o
n
s
o
f
t
h
is
s
t
u
dy
can
p
ro
vid
e
i
n
s
i
ght
a
nd
a
waren
e
s
s
to
s
t
u
d
e
nt
s,
p
a
r
en
ts,
an
d
tea
c
he
rs.
Th
is
r
esea
rch
show
s
tha
t
m
o
tiva
t
i
on
t
o
l
ea
rn
a
nd
s
o
c
i
a
l
s
u
p
por
t
,
especia
l
l
y
t
h
o
se
f
r
o
m
p
a
rents
a
nd
te
ac
he
rs,
have
a
r
ole
i
n
p
r
e
par
i
n
g
s
tu
de
nt
s
t
o
g
ai
n
k
now
l
e
d
g
e,
s
ki
lls,
a
n
d
g
ood
u
n
d
er
st
a
n
din
g
i
n
the
sc
h
o
o
l
env
i
ro
nm
en
t.
P
a
r
ents
a
n
d
t
e
ache
r
s
must
b
e
ab
le
t
o
c
r
ea
te
a
p
osi
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i
ve
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v
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onme
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s
o
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ha
t
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can
p
rov
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moti
va
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i
o
n
a
n
d
s
ocia
l
s
u
pp
o
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t
for
stu
d
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ts.
Th
us
s
tu
de
nts
w
i
l
l
be
b
e
t
t
e
r
prepa
r
ed
t
o
g
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t
a
jo
b
a
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q
u
i
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k
l
y
ada
p
t
t
o
t
h
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i
r
w
ork
afte
r
gradua
tin
g
from
V
oca
tio
na
l
H
i
gh
S
cho
o
l
.
T
h
e
r
e
s
u
l
t
s
o
f
t
h
i
s
s
t
u
d
y
c
a
n
a
l
s
o
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s
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d
as
a
r
efe
r
enc
e
for
deve
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m
o
dule
s
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v
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oble
m
s
f
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V
o
c
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tio
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a
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H
i
gh
S
c
hoo
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stud
e
n
t
s
,
espec
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al
ly
t
rai
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ng
t
o
i
mpr
o
ve
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mpl
oya
b
i
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ity
o
f
V
o
c
a
t
i
o
n
a
l
st
u
d
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n
t
s
t
hr
ou
gh
trai
n
i
n
g
i
n
m
o
tiva
tio
n
t
o
l
e
a
r
n
and
soc
i
a
l
su
p
por
t.
Evaluation Warning : The document was created with Spire.PDF for Python.
Int J
Eval & R
es E
d
u
c
.
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S
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:
2252-
88
22
Mo
tiv
a
t
i
on
to l
e
ar
n an
d
soc
i
al
su
pp
or
t de
t
e
rm
i
n
e
e
m
ploy
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t
y
am
o
ng
v
o
cat
i
on
al
… (
F
atw
a
T
e
ntam
a)
24
1
4.
CONCL
U
S
ION
O
n
e
of
t
he
f
ac
tors
t
ha
t
i
n
fl
ue
nc
e
t
h
e
l
e
ve
l
of
e
m
p
lo
ya
b
ili
ty
i
s
t
he
m
o
t
i
v
a
t
i
on
to
l
ea
rn
a
nd
s
o
c
i
al
sup
por
t
.
T
he
r
e
s
ear
ch
f
ou
nd
tha
t
the
r
e
is
a
v
ery
si
gn
ifica
n
t
effec
t
o
f
m
o
tiva
tio
n
t
o
l
e
a
rn
a
nd
s
oc
ia
l
sup
p
o
rt
si
m
u
lta
ne
ous
l
y
t
o
t
h
e
em
p
l
o
y
a
bil
i
t
y
a
mo
ng
stude
n
t
s
i
n
S
ta
te
V
oc
a
t
io
nal
H
i
g
h
S
cho
o
l
1
K
a
lasan.
Mo
t
i
va
t
i
on
to lea
r
n
a
l
s
o
de
term
ines e
mpl
oya
b
i
l
ity
a
m
o
n
g
s
tude
n
t
s
as we
l
l
a
s soc
i
a
l
s
u
ppor
t
.
ACKNOW
LEDG
E
MEN
T
S
The
a
u
th
ors
w
o
u
l
d
l
i
ke
t
o
t
h
ank
the
F
a
c
u
l
t
y
of
P
syc
hol
og
y
of
U
n
ivers
i
ta
s
A
h
m
a
d
D
a
hl
an
a
n
d
S
ta
te
V
o
ca
tio
na
l H
i
g
h
S
c
h
ool
1
K
a
l
a
s
a
n
, S
lem
a
n,
Y
og
ya
kar
t
a for
the
te
c
h
n
i
c
a
l
a
s
sis
t
a
n
ce
in t
h
i
s
stu
dy.
T
he
a
u
t
h
o
rs
als
o
t
han
k
a
ll
par
tic
ipa
t
i
n
g
st
ude
n
t
s,
t
e
a
c
h
er
s,
s
choo
l
a
d
mi
ni
s
tra
t
ors,
a
nd
ot
her
i
n
d
i
vi
d
u
a
ls
f
or
t
heir
e
f
f
ort
s
,
assista
n
ce,
and
involvem
e
n
t
in
t
his
resea
r
ch.
REFE
RENCES
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a
smit
o
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s
s
o
f
s
oftw
are
en
gi
neerin
g
st
u
d
ent
i
n
B
a
t
u
C
i
t
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c
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d Hu
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lo
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ge
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n
t
h
e
a
g
e
o
f
t
he
‘
bo
undary
less
’
career,
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o
urna
l o
f
Voc
a
t
i
o
n
a
l
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e
nt
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k
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uo
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ur ma
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t
h employ
m
e
nt
net
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it
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ati
ons,
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e
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o
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oa,
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c
i
a
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i
p
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ll,
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.
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"
L
a
empleab
i
l
idad
y
l
a
i
n
i
c
iati
v
a
p
ers
o
n
a
l
com
o
a
nt
eced
ent
e
s
d
e
la s
ati
s
f
acció
n
labo
r
al,"
In
stitu
t
o
Va
len
c
ia
no
de In
vest
i
ga
cio
n
es Eco
nóm
ica
s
,
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l
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, p
p.
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6,
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00
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Jameson,
S
M.
,
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case
study
of
i
nt
ernat
i
onal
h
o
s
pitality
s
tuden
ts
d
evel
opment
o
f
emp
l
oyability
s
ki
l
l
s,
"
To
uri
s
m
and Hosp
itali
t
y
Research
, pp
.
5
7
-
5
9
, 2
00
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Dacre
P
o
o
l
,
L
.
,
an
d
S
e
wel
l
,
P
.
,
"
T
he
k
ey
t
o
em
plo
y
ab
ilit
y
:
D
e
ve
l
o
p
i
ng
a
p
racti
cal
m
o
d
el
o
f
gradu
a
te
em
pl
oyab
i
lit
y
,
"
Jo
urn
a
l
o
f
E
duca
t
i
on an
d
T
r
a
i
ning
,
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4
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)
,
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McQua
i
d
, R.
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.
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i
nd
say
,
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., "The co
ncep
t
o
f
e
mp
l
o
yab
i
l
ity
",
Urb
an St
udies
,
v
ol
4
2
(
2)
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Fu
gate,
M.
,
K
i
n
i
cki,
A
.,
&
Ash
f
or
th,
B.
,
"Employabil
i
ty:
A
psyc
h
o
-soc
ia
l
c
o
nstru
c
t
,
its
d
ime
n
sion
s,
a
nd
app
l
i
c
at
io
n
s
,"
J
o
urna
l
o
f
Voc
a
tio
n
a
l
Be
ha
v
i
o
r
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Brewer,
L.,
Enh
a
ncing yout
h em
ployability:
W
hat?
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w?
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e
worksk
i
l
l
s
.
Internati
o
nal
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r
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nizat
io
n
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enev
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ou,
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.
an
d
Tirol
e,
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.,
"
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-co
n
f
i
dence
an
d
perso
n
al
m
o
t
iv
at
i
o
n,
"
T
h
e
Qu
ar
terl
y Jou
r
nal
o
f
Eco
n
o
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i
c
s
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rman
,
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a
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a
nd
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e
r
ol
e
of
c
o
n
fi
dence
i
n
l
if
el
ong
l
earnin
g
",
E
d
u
c
ati
o
n
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udies
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72,
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rke,
M
.
and
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n
ig
h
t
,
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i
den
ce-in
f
o
rm
ed
p
edag
og
y
an
d
th
e
e
nh
anc
e
m
e
nt
o
f
stu
d
en
t
emp
l
o
y
ab
ili
t
y,"
Te
a
c
hing
in H
i
gher
E
d
uca
t
i
o
n
,
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o
l/issu
e:
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)
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57
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nn
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s
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h
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e
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l
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n
o
sti
c
a
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is: M
a
lu
ku,
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do
nesi
a
.
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a
t
io
nal
L
a
bo
ur
Org
a
nizat
io
n
,
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enev
a, 2
011
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[15]
Tamm
aro,
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gn
it
ion
and
q
u
al
ity
assu
rance
in
L
IS
:
New
ap
p
r
oach
es
f
o
r
lifelon
g
learn
i
n
g
i
n
Euro
pe,"
Per
f
orma
nce M
e
as
urem
ent
an
d
M
e
tr
ics
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.
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Th
ij
s
s
en
,
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G
.,
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an
d
er
H
eijd
e
n
,
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&
Ro
cco
,
T
.
,
"To
w
ard
the
em
pl
oyabilit
y-l
i
nk
m
ode
l:
current
e
mploy
m
ent
tran
sitio
n
to f
u
t
u
re em
p
l
oym
ent
p
e
rsp
ecti
v
es
,"
Hu
m
a
n
Res
ource Develop
men
t
R
eview
, vo
l
7
(2),
pp
.
1
6
5
-1
83
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0
8
.
[17]
Witt
ekin
d,
A
.
,
R
aed
er,
S
.
,
&
G
r
o
t
e,
G
.,
"
A
lo
ng
itud
inal
s
tu
dy
o
f
det
e
rminant
s
o
f
per
cei
ved
empl
oyabilit
y
,
"
J
o
ur
na
l
of
Or
ga
n
i
zatio
n
a
l
B
e
ha
vior
,
vo
l
3
1
(4
),
p
p
. 5
66
-5
8
6
, 2
00
9.
[18]
Fry
,
H
.,
Ket
t
e
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a
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Eu
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ar
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ta
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r
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m
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h
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abilit
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tio
n:
T
he
i
mpact
o
f
e
m
ployabi
lit
y
cu
lt
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s
at
is
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a
nd
r
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u
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:
A
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apt
a
bi
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,"
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urn
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l of
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a
m
eas
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f
im
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a
t
io
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s
f
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r
e
mp
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r
ati
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f
m
emb
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su
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st
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