In higher education, student learning satisfaction is a significant predictor of learning, which indicates students' commitment to learning and their future academic achievement. The study combines the social cognitive career theory and S-O-R model to explore the psychological cognition and attitude derived from students during their learning, discusses the pattern of student learning satisfaction enhancement from the aspect of process, and further understands the relationships among social support system, interaction relationship, self-efficacy, generic skills and learning satisfaction. In this study, 800 valid copies of questionnaire were collected from 12 universities in way of purposive sampling, and the structural model was analyzed by PLS-SEM. The results showed that the relationships among all the constructs were positive and showed a significant effect; furthermore, the research results showed that self-efficacy and student generic skills had a significantly indirect effect in the model, that is a mediating effect. Finally, corresponding theoretical and practical implications have been put forward based on the research results.

中文翻译：

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了解心理认知过程对学生学习满意度的影响：社会认知职业理论与SOR模型的结合

在高等教育中，学生的学习满意度是学习的重要预测指标，它表明学生对学习的投入和未来的学业成就。本研究结合社会认知生涯理论和SOR模型，探讨学生在学习过程中的心理认知和态度，从过程的角度探讨学生学习满意度提升的模式，进一步理解社会支持系统、互动之间的关系。关系、自我效能、通用技能和学习满意度。本研究采用立意抽样的方式，从12所​​高校收集了800份有效问卷，并采用PLS-SEM对结构模型进行了分析。结果表明，各构建体之间呈正向关系，且效应显着；此外，研究结果表明，自我效能感和学生共通技能在模型中具有显着的间接效应，即中介效应。最后根据研究结果提出了相应的理论和实践意义。