{"title":"社会支持、积极心理资本、学习流与“先工作后大学”学业坚持意向的大学生活适应的结构关系","authors":"Ji-Young Park, H. Lee","doi":"10.37210/JVER.2019.38.1.93","DOIUrl":null,"url":null,"abstract":"","PeriodicalId":345053,"journal":{"name":"Korean Society for the Study of Vocational Education","volume":"366 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2019-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The structural relationships between social support, positive psychological capital, learning flow, and adjustment to college life for academic persistence intention of “work first-then to college” students\",\"authors\":\"Ji-Young Park, H. Lee\",\"doi\":\"10.37210/JVER.2019.38.1.93\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"\",\"PeriodicalId\":345053,\"journal\":{\"name\":\"Korean Society for the Study of Vocational Education\",\"volume\":\"366 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2019-02-28\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Korean Society for the Study of Vocational Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.37210/JVER.2019.38.1.93\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Korean Society for the Study of Vocational Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.37210/JVER.2019.38.1.93","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
The structural relationships between social support, positive psychological capital, learning flow, and adjustment to college life for academic persistence intention of “work first-then to college” students