Job Behavior among College Students: Academic Motivation and Social Development as Predictors

Abstract

Poor job student behavior is a growing concern. This study examined the significance of forecasting job behavior for Academic Motivation and Social Development. Using predictive design, data from 240 respondents selected via total enumeration sampling were analyzed using regression. It was found that academic motivation and social development have a significant combined predictive influence on job behavior. This result partially supports Self-Determination Theory. Future researchers may explore additional variables to account for the 50.5% of the model's variance that remains unexplained. School leaders may allocate resources and implement competency-based training, skills development activities, and work immersion programs to strengthen students' positive job behavior.