To effectively increase the employment rate of higher education graduates, higher education institutions are doing their best to provide the most high-quality technologized interdisciplinary curriculum, to educate professional expertise in decision-making and to fortify student employability. Therefore, after executing a series of evaluated measurements, there are four highly valuable and contributive conclusions and findings. First, judgeability was the most critical decision-making employability factor and was directly influenced by the self-efficacy (SE), self-control (SC) and self-regulation (SR) of the autonomy-learning performance of social learning theory (SLT). Second, the SE of autonomy-learning performance of SLT was positively impacted by the behavioral intention to use and actual system use of the technology acceptance model (TAM), and monitor, control and evaluate decision-making, select the best solutions, clarify the objectiveness to be achieved and search for possible solutions of rational decision-making model (RDMM). It is necessary for higher education graduates to possess judgeability to confidently deal with problem-solving issues by actually using diversified technological applications for clarifying, monitoring, controlling and evaluating the decision-making objectiveness, and to comprehensively search the possible solutions, in order to eventually induce the best solutions for the problem. Third, define and diagnose the issues or problems of the RDMM model affected by the self-control (SC) of autonomy-learning performance of the SLT theory, because higher education graduates have to possess justifiability to define and diagnose the problem-solving issues in-depth, by exercising the introspective self-correcting capacities cultivated from an interdisciplinary curriculum. Lastly, actual system use of the TAM indeed impacted the SR of the autonomy-learning performance of SLT, because higher education graduates have to assess, revise and justify their self-actions in thinking, motivation, feeling, cognition and behaviors, by self-observing and accumulating experience from an interdisciplinary curriculum.

中文翻译：

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多学科课程的学生就业能力决策能力的多标准研究

为了有效地提高高等教育毕业生的就业率，高等教育机构正在尽最大努力提供最优质的技术跨学科课程，教育决策方面的专业知识，并加强学生的就业能力。因此，在执行了一系列评估后的测量之后，得出了四个非常有价值的贡献性结论和发现。首先，可判断性是决策中最关键的决策能力因素，它直接受到社会学习理论（SLT）自主学习绩效的自我效能（SE），自我控制（SC）和自我调节（SR）的影响。 ）。其次，SLT自主学习性能的SE受到技术接受模型（TAM）的使用行为意图和实际系统使用的积极影响，监控，控制和评估决策，选择最佳解决方案，阐明要实现的客观性，并寻找合理决策模型（RDMM）的可能解决方案。高等教育毕业生必须具有判断力，可以通过实际使用多样化的技术应用程序来澄清，监控，控制和评估决策目标，并全面搜索可能的解决方案，从而最终解决问题，从而自信地解决问题。为问题提供最佳解决方案。第三，定义和诊断受SLT理论的自主学习性能的自我控制（SC）影响的RDMM模型的问题，因为高等教育毕业生必须具有通过运用跨学科课程中培养的内省型自我纠正能力来深入定义和诊断问题解决问题的正当性。最后，TAM的实际系统使用确实影响了SLT自主学习绩效的SR，因为高等教育毕业生必须通过自我评估来评估，修改和证明他们在思考，动机，感觉，认知和行为方面的自我行为。观察和积累跨学科课程的经验。