Relevant bibliographies by topics / Social Cognitive Career Theory (SCCT)

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Social Cognitive Career Theory (SCCT)'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Social Cognitive Career Theory (SCCT)"

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Brown, Steven D., and Robert W. Lent. "Social Cognitive Career Theory in a Diverse World." Journal of Career Assessment 25, no. 1 (July 28, 2016): 173–80. http://dx.doi.org/10.1177/1069072716660061.

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The purposes of this special issue were (a) to examine social cognitive career theory’s (SCCT) relevance to the career development of a diverse range of persons and contexts and (b) to encourage researchers to extend the theory to new cultures, social justice themes, and populations that remain underserved or understudied by vocational psychology. We believe that the range of populations and issues addressed in this special issue illustrate well SCCT’s current scope of applicability. In this article, we offer some final thoughts intended to further strengthen SCCT’s research base. We first comment on each of the articles, highlighting their implications for future research. We conclude by emphasizing a few larger issues that emerged for us across the set of articles and that point to additional directions for advancing research on SCCT within a diverse world.
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Mueller, Christian E., Alfred L. Hall, and Danielle Z. Miro. "Testing an Adapted Model of Social Cognitive Career Theory: Findings and Implications for a Self-Selected, Diverse Middle-School Sample." Journal of Research in STEM Education 1, no. 2 (December 1, 2015): 142–55. http://dx.doi.org/10.51355/jstem.2015.17.

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We tested an adapted version of social-cognitive career theory (SCCT; Lent et al., 1994, 2000) with a self-selected, diverse sample of middle-school students attending a Saturday STEM Academy asking, “Is SCCT valid for examining career choice goal-intentions among a sample of students already expressing interest in math and science-related subjects and careers?” According to SCCT, choosing a STEM-related career involves the complex interplay of personal and contextual factors, many of which become increasingly salient during the middle-school years. There is reason to believe that SCCT may function differently for students who are self-selected, such as those found in the present sample. Main findings in the full regression model showed that math/science motivation (T1), family support for engineering (T1), outcome expectancies (T2), and interest (T2) were significant predictors of (T2) goal intentions; whereas self-efficacy was non-significant as has been shown in much previous research. Relatedly, we found several measurement issues with the SCCT variables among this sample, thus partially answering the larger research question. Implications of the present findings and suggestions for future research are discussed in the context of the career-choice literature, theoretical and practical implications of SCCT, and relatedly, possible measurement issues arising from using SCCT with self-selected, middle-school samples.
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Thompson, Mindi N., Jason J. Dahling, Mun Yuk Chin, and Robert C. Melloy. "Integrating Job Loss, Unemployment, and Reemployment With Social Cognitive Career Theory." Journal of Career Assessment 25, no. 1 (August 19, 2016): 40–57. http://dx.doi.org/10.1177/1069072716657534.

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Job loss and recovery remain critical challenges in the United States and Europe in the wake of the Great Recession. However, the experience of unemployment is poorly integrated in theories of vocational psychology. In this article, we explore how job loss and recovery can be understood through the lens of social cognitive career theory’s career self-management (SCCT-CSM) model. We apply the SCCT-CSM model to understand the critical importance of person-cognitive variables, individual differences, and contextual affordances to the experiences of job loss and job recovery. Implications for future research, including research with particular groups of unemployed persons, are discussed. Overall, our analysis indicates that the SCCT-CSM model is a fruitful perspective for organizing future scholarship related to job loss and recovery.
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Segal, Gerry, Dan Borgia, and Jerry Schoenfeld. "Using Social Cognitive Career Theory to Predict Self-Employment Goals." New England Journal of Entrepreneurship 5, no. 2 (March 1, 2002): 47–56. http://dx.doi.org/10.1108/neje-05-02-2002-b007.

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Social Cognitive Career Theory (SCCT; Lent, Brown, and Hackett 1994, 1996) proposes that career interests, goals, and choices are related to self-efficacy beliefs and outcome expectations. It suggests that peopleʼs self-efficacy beliefs and outcome expectations with regard to self-employment would predict their goals to become selfemployed. This study explores the ability of SCCT to predict goals for self-employment in a sample of 115 undergraduate business students. Results indicated that students with higher entrepreneurial self-efficacy and higher self-employment outcome expectations had higher intentions to become self-employed. These findings imply that educators and policy-makers may boost student entrepreneurial intentions by (1) enhancing studentsʼ confidence to succeed in an entrepreneurial career and (2) enhancing studentsʼ expectations of strong positive outcomes resulting from an entrepreneurial career
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Smith, Allison, and Amy Milson. "Social Cognitive Career Theory and Adults with Psychiatric Disabilities: Bringing Theory to Practice." Journal of Applied Rehabilitation Counseling 42, no. 3 (September 1, 2011): 20–25. http://dx.doi.org/10.1891/0047-2220.42.3.20.

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Social Cognitive Career Theory (SCCT) is an appropriate framework for conceptualizing career development among adults with psychiatric disabilities, but few practical ideas have been provided in professional literature for intervening within this framework. In order to translate client interests into realistic goals, vocational rehabilitation counselors should explore both the work-related self-efficacy beliefs and the perceived employment barriers experienced by these individuals. Research supports the use of interventions and assessments that target the population of interest and the specific task or domain of interest. Examples of interventions specific to individuals with psychiatric disabilities will illustrate the practical application of SCCT within appropriate context and population considerations by integrating aspects of the theory.
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Chan, Chun-Chen, Su-Ching Chen, Yu-Wei Lin, Tsung-Yao Liao, and Yu-En Lin. "Social Cognitive Perspective on Factors Influencing Taiwanese Sport Management Students’ Career Intentions." Journal of Career Development 45, no. 3 (December 8, 2016): 239–52. http://dx.doi.org/10.1177/0894845316681643.

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Social cognitive career theory (SCCT) was used as a basis for investigating the factors influencing the career intentions of Taiwanese sports management students. Participants ( N = 696) completed measures gauging social support, self-efficacy, outcome expectations, career interests, and career intentions. The results of a path analysis supported SCCT, indicating that self-efficacy contributed to career interests, outcome expectations, and career intentions. Social support was related to self-efficacy, and outcome expectations were related to career interests. However, the results did not support the hypotheses that social support and outcome expectations contribute to career intentions. The practical implications of these findings for counseling Taiwanese sports management students are presented.
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Huang, Jie-Tsuen, and Hui-Hsien Hsieh. "Linking Socioeconomic Status to Social Cognitive Career Theory Factors." Journal of Career Assessment 19, no. 4 (August 29, 2011): 452–61. http://dx.doi.org/10.1177/1069072711409723.

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The purpose of this study was to investigate the contributions of socioeconomic status (SES) in predicting social cognitive career theory (SCCT) factors. Data were collected from 738 college students in Taiwan. The results of the partial least squares (PLS) analyses indicated that SES significantly predicted career decision self-efficacy (CDSE); however, the relationship between SES and career decision-making outcome expectations (CDMOE) was not significant. In addition, the findings revealed that CDSE had a direct effect as well as an indirect effect, via CDMOE, on career exploratory intentions. Implications for counseling and future research are discussed.
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Flores, Lisa Y., Rachel L. Navarro, and Saba Rasheed Ali. "The State of SCCT Research in Relation to Social Class." Journal of Career Assessment 25, no. 1 (August 19, 2016): 6–23. http://dx.doi.org/10.1177/1069072716658649.

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This article provides an overview of 47 empirical studies of social cognitive career theory (SCCT) and recent SCCT-based models with a focus on social class and socioeconomic status (SES). We summarize the findings across the studies according to (1) the use of social class or SES as a study variable and (2) low-SES samples based on demographic data. We provide an assessment of the current state of SCCT research on social class and offer directions for advancing SCCT theory and research with attention to how social class can be conceptualized and operationalized within SCCT.
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Chan, Chun-Chen. "Factors Affecting Career Goals of Taiwanese College Athletes From Perspective of Social Cognitive Career Theory." Journal of Career Development 47, no. 2 (August 9, 2018): 193–206. http://dx.doi.org/10.1177/0894845318793234.

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The present study attempted to identify the psychological processes associated with the career goals of Taiwanese college athletes. In order to identify the psychological processes potentially associated with career goals, the study drew upon social cognitive career theory (SCCT). The results supported SCCT indicating that career decision-making self-efficacy contributed to vocational interests, outcome expectations, and career goals. Social support was found to be related to career decision-making self-efficacy, and outcome expectations were found to be related to vocational interests. In addition, the results revealed that career decision-making self-efficacy and outcome expectations indirectly affected career goals through vocational interests and that social support indirectly affected career goals through career decision-making self-efficacy. However, the results did not support the hypothesis that social support and outcome expectations contributed to career goals. The practical implications of these findings in terms of the career counseling given to Taiwanese college athletes are discussed.
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Kell, Harrison J. "Unifying Vocational Psychology's Trait and Social–Cognitive Approaches through the Cognitive-Affective Personality System." Review of General Psychology 22, no. 3 (September 2018): 343–54. http://dx.doi.org/10.1037/gpr0000146.

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Vocational psychology is divided between two conflicting paradigms: Trait-based, exemplified by Holland's (1997) theory, and social–cognitive, exemplified by Social-Cognitive Career Theory (SCCT). Scientifically, this division is problematic, as scientific truth is partially determined by consensus among experts ( Kuhn, 1970 ). We propose that the trait-based and social–cognitive perspectives can be integrated—not by subsuming SCCT into Holland's (1997) model as suggested by Armstrong and Vogel (2009 , 2010 ) but by reinterpreting traits in terms of social–cognitive units. SCCT lacks the scope and explanatory power to accomplish this task partially because, as we detail, the theory relies on many trait constructs itself. To accomplish our integration, we introduce an influential theory from the personality literature: The Cognitive-Affective Personality System (CAPS; Mischel & Shoda, 1995 ). We describe CAPS and highlight its parallels with SCCT. We then explain how trait-based accounts of vocational interests and cognitive abilities can be translated into CAPS units. We conclude by describing how trait constructs can still be viable within the CAPS framework and by calling for empirical research to put our propositions to the test.
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Dissertations / Theses on the topic "Social Cognitive Career Theory (SCCT)"

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Sjöstrand, Elisabet, and Moa Ojanen. "“Om du kämpar, du får resultat. Om du sover, du också får resultat, men resultat är skillnad.” : En kvalitativ studie om flyktingars etablering på arbetsmarknaden." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-183225.

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Denna studie undersöker nyanlända flyktingars väg till arbete i Sverige och vad som bidragit till en snabb etablering på arbetsmarknaden. Genom åtta kvalitativa intervjuer samlades empirin in. Datainsamlingen analyserades utifrån Social cognitive career theory av Lent, Brown & Hackett, som belyser individernas karriärprocesser och vad som påverkar och driver dessa. Studiens viktigaste resultat är att nyanlända flyktingars etablering på arbetsmarknaden påverkas positivt av interna resurser, inställningar och förhållningssätt, som uthållighet, anpassningsförmåga och en kämpar-anda. Vidare visar resultatet att individer agerar utifrån egna målsättningar, som har bäring på karriärmål och mål för livsvillkor. Ytterligare resultat visar att externt stöd, som praktikplatser, och mellanmänskligt stöd, som sociala nätverk, främjar etableringsprocessen på arbetsmarknaden.
This study examines newly arrived refugees' way to work in Sweden and what has contributed to a rapid establishment in the labor market. Through eight qualitative interviews, the empiricism was collected. The data collection was analyzed based on Social cognitive career theory by Lent, Brown & Hackett, which illustrates the individual's career processes and what influences and drives the process. The study's most important result is that newly arrived refugees' establishment in the labor market is positively affected by internal resources, attitudes and approaches, such as endurance, adaptability and a fighting spirit. Furthermore, the results show that individuals act on the basis of their own goals, which have bearing on career goals and goals for living conditions. Further results show that external support, such as internships, and interpersonal support, such as social networking, promote the establishment process in the labor market.
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Garrett, Krista L. "Social Cognitive Career Theory, Academic Choice Behavior, and Academic Performance in African American College Students." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804833/.

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The current study examined the impact that components of Social Cognitive Career Theory (SCCT) have on choice behavior and academic performance in African American or Black, undergraduate students. SCCT is a highly valued and researched theory, but few studies examine the impact that SCCT components have on choice behavior and academic performance in Black college students. This study focused on evaluating SCCT components’ relevance to variables that have been shown to predict later objective career success. This is important because African Americans tend to have significantly lower paying and less prestigious jobs, as well as attain lower levels of education than most other racial populations in the United States. However, there is a paucity of current career development and attainment literature specific to the African American undergraduate population. In an effort to promote understanding of within group differences in SCCT variables that can contribute to educational and career success, 247 African American undergraduates were recruited to participate in this study. The participants completed online questionnaires regarding demographic information, self-efficacy, contextual barriers, contextual supports, choice goals, and choice behavior. Participants also gave permission for researchers to access grades. Findings indicate that academic coping self-efficacy, contextual barriers, and contextual supports may be particularly important to academic choice behavior in African American college students. Further, choice behavior appears to be important to grade point average. Implications, limitations, and recommendations for future research associated with this study’s findings are discussed.
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Childs, Jonique R. "First-generation college students of color attending PWIs in the Midwest relationship among help-seeking behaviors for racial microaggressions, academic self-efficacy, academic stress, mental well-being, and career decision-making difficulties: using social cognitive career theory (SCCT)." Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/6394.

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The literature on the career development of First-Generation College Students of Color (FGCSC) lacks a focus on the career decision-making difficulties consequently from racial microaggressions, academic self-efficacy, academic stress, and mental well-being at PWIs. Furthermore, there is a lack of empirical studies related to FGCSC help-seeking behaviors for racial microaggressions and the utilization of university counseling and career services on these campuses. The following research questions guided this study: a) What is the relationship between help-seeking attitudes and behaviors and racial microaggressions, academic self-efficacy, academic stress, mental well-being, and career decision-making difficulties among first-generation college students of Color (FGCSC) attending PWIs? b) Can the help-seeking behaviors of (FGCSC) attending PWIs be predicted by age, gender, ethnicity, racial microaggressions, academic self-efficacy and stress, mental well-being, and career decision-making difficulties? FGCSC present distinct personal, social, emotional, academic, and cultural needs. The growth in racial microaggressions and racial insults manifested within PWIs requires an examination into how services are tailored within university counseling and career advising centers to meet these needs. Racial microaggressions can result in stress that negatively influences both mental well-being and career decision making. Thus, career and personal counseling services provided on college campuses should be able to help students combat and cope with these stressors. In addition, these services should provide culturally-informed counseling interventions to help FGCSC determine how skills, values, and interests align with a future job that fits their personality and cultural background. A need for more literature that examines the relationship between these variables will assist university counselors and career centers within predominantly White institutions with interventions for this special group of students. The stressors related to racial microaggressions may result in career decision-making difficulties that contribute to low self-efficacy that increase low retention rates and lack of matriculation. A better understanding of the relationships between racial microaggressions, mental well-being and career decision making can result in the tailoring of counseling and advising services on PWIs. Practitioners employed in counseling centers, advising offices, and career services must have a working knowledge of FGCSC experiences with racial microaggressions at the societal, institutional, interpersonal, and individual levels to deliver effective services.
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Barron, Marquita. "Senior-Level African American Women, Underrepresentation, and Career Decision-Making." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6305.

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In 2015, 0.2% of African American women were in chief executive officer (CEO) roles and 1.2% were in executive or senior-level roles within a 500 Standard & Poor's (S&P) organization. African American women's lived experiences are underutilized by organizational and human resources (HR) leaders in the development and implementation of recruitment, talent development, diversity and inclusion, and succession planning strategies. The purpose of this qualitative phenomenological study was to understand lived experiences regarding career advancement decision-making strategies for senior-level African American women. The conceptual framework used was social cognitive career theory (SCCT), which addresses the 'what' and 'how' of career development and behaviors across one's life span. The central research questions were about participants' decisions-making strategies used to attain senior-level management positions and how the facets of SCCT impacted their decision-making processes. Snowball sampling was the purposeful strategy used for recruiting 12 African American women who serve/served in a senior-level position within an organization. The data collections sources included interviews and field notes. By deductive and inductive coding, the main themes uncovered were leadership, family, education, authenticity, and faith. The results of this study may benefit organizational and HR leaders as they consider improvement opportunities for their recruitment, talent management, diversity and inclusion policies and programs, and succession planning strategies, inclusive of internal and college recruitment, involvement in community youth initiatives, and strategic alignment of high-level, internal organizational stakeholders.
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Coetzee, Sonja. "Sustaining teacher career resilience in a resource-constrained rural education setting : a retrospective study." Thesis, University of Pretoria, 2013. http://hdl.handle.net/2263/40230.

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The purpose of this study was to gain an in-depth understanding of whether or not, and how teachers in a resource-constrained rural school sustain their motivation in and commitment to teaching over a life-span. The Social Cognitive Career Theory was chosen as theoretical framework because it recognises the importance that factors in the environment play when the career paths of individuals unfold. A conceptual framework for ‘teacher career resilience’ was developed by merging current thinking on resilience, teacher resilience and career resilience. The life-history design was framed methodologically as biographical research with participatory principles. Teacher participants (n=5, 3=female and 2=male) were selected according to purposive sampling. Data were generated through participatory interview-conversations, which were audio-recorded and transcribed verbatim, as well as memory books, joint photograph-taking and field notes in a researcher diary. Five themes emerged from the guided phenomenological analysis process (Hycner, 1985) and narrative comparison. First, this study exposes illiteracy of learners’ parents, demotivated learners, and a negative national teacher fraternity as sources of adversity not previously noted as significant for teachers in rural settings. Second, rural teachers in this study drew strength from their own life experiences of adversity (being from rural areas themselves); and they relied on their own agency in problem solving. Third, in addition participating rural teachers make use of encouraging memories of their own teachers from childhood and partake in informal professional development activities such as collaborative peer discussions rather than mentoring to grow professionally. Fourth, participating teachers in rural resource-constrained South Africa thus use similar internal protective resources (problem solving, strategizing, cognitive restructuring and emotional regulation) in their adaptive coping repertoire to those of other teachers globally. Fifth, teachers did not enter the teaching profession in the same way as has been documented elsewhere; but entered the teaching profession as a result of socio-political and financial influences, chance happenings and the influence of significant teachers in their past. Teachers seem to balance their use of protective resources between internal and external resources in their current practice. Over time, however they draw more on internal protective resources. Teachers conceptualised their teacher career resilience on a continuum: persevering through adversity, both as young children, and as growing professionals. They use their self-efficacy beliefs, embedded in an adversity drenched past, to manage, overcome and cope despite current chronic adversity. Teachers’ overt behavior in adaptive coping processes was dependent on the interrelatedness between their attributes (especially internal protective resources), the environment (chronic adversity) and the continuous loop of influence (appraisal) between these three factors. Teachers became skilled in resilience processes because of the chronic adversity they face. Teachers’ self-efficacy beliefs about their adaptive coping extended beyond what they themselves can achieve to what their efforts in teaching may mean to model hope to learners, as their teachers modelled to them, fostering a certain altruistic career anchor.
Thesis (PhD)--University of Pretoria, 2013.
gm2014
Educational Psychology
unrestricted
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Mills, LeAnn R. "Applying social cognitive career theory to college science majors." [Ames, Iowa : Iowa State University], 2009.

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Ericksen, Julia A. "Women pursuing nontraditional careers: A social cognitive career theory perspective." Cleveland State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=csu1392656839.

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Smith-Weber, Sheila Marie. "The influence of social cognitive career theory on African-American female adolescents' career development /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9924940.

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Hasan, Nadia T. "Understanding Women's Leadership Interests and Goals Using Social Cognitive Career Theory." University of Akron / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=akron1302706677.

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Buyukgoze, Kavas Aysenur. "Testing A Model Of Career Indecision Among University Students Based On Social Cognitive Career Theory." Phd thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613303/index.pdf.

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The aim of the current study is to investigate the some potential factors that contribute to career indecision of university students. In accordance with that, a mediational causal model based on Social Cognitive Career Theory (SCCT) was proposed to test
a) the direct and indirect relationships of locus of control, perceived parental attitudes, career decision-making self-efficacy, and career outcome expectations with career indecision and b) to what extend the combination of these variables explain career indecision. The sample of the study was composed of 723 (338 female, 383 male, 2 unspecified) university students. Demographic Information Form, Career Decision Scale, Career Decision Self-Efficacy Scale Short-Form, Career Outcome Expectations Scale, Parental Attitudes Scale, and Rotter
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Books on the topic "Social Cognitive Career Theory (SCCT)"

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Ontario Educational Research Council. Conference. [Papers presented at the 36th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1994]. [Toronto, ON: s.n.], 1994.

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Ontario Educational Research Council. Conference. [Papers presented at the 32nd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 7-8, 1990]. [Ontario: s.n.], 1990.

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Ontario Educational Research Council. Conference. [Papers presented at the 33rd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 6-7, 1991]. [Ontario: s.n.], 1991.

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Ontario Educational Research Council. Conference. [Papers presented at the 35th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 3-4, 1993]. [Toronto, Ont: s.n, 1993.

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Conference, Ontario Educational Research Council. [Papers presented at the 31st Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 8-9, 1989]. [Toronto, ON: s.n.], 1989.

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Conference, Ontario Educational Research Council. [Papers presented at the 30th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1988]. [Toronto, ON: s.n.], 1988.

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Ontario Educational Research Council. Conference. [Papers presented at the 28th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, Dec. 1986]. [Toronto, ON: s.n.]., 1986.

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Ontario Educational Research Council. Conference. [Papers presented at the 34th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 4 - 5, 1992]. [Ontario: s.n.], 1992.

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Book chapters on the topic "Social Cognitive Career Theory (SCCT)"

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E, Keren-Happuch Fan Fen, and Moon-Ho Ringo Ho. "Examining the Influence of Individual, Social Cognitive and Environmental Factors on Students’ Entrepreneurial Intentions: Application of the Social Cognitive Career Theory (SCCT) Framework Within a Multidimensional Career Space." In Entrepreneurship–Professionalism–Leadership, 295–324. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-3121-7_15.

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Sheu, Hung-Bin, and Laura Phrasavath. "Social cognitive career theory." In Contemporary Theories of Career Development, 47–60. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781315276175-6.

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Lent, Robert W., and Nadya A. Fouad. "The self as agent in social cognitive career theory." In Developing self in work and career: Concepts, cases, and contexts., 71–87. Washington: American Psychological Association, 2011. http://dx.doi.org/10.1037/12348-005.

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Wood, Susannah M., Carol Klose Smith, and David K. Duys. "Career counseling and the gifted individual: Applying social cognitive career theory to the career decision making of gifted individuals." In APA handbook of giftedness and talent., 629–44. Washington: American Psychological Association, 2018. http://dx.doi.org/10.1037/0000038-041.

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McIlveen, Peter, Harsha N. Perera, and David L. Blustein. "Using the Psychology of Working Framework and the Social Cognitive Career Theory to Build a Research Team." In Postgraduate Education in Higher Education, 557–70. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-5249-1_27.

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McIlveen, Peter, Harsha N. Perera, and David L. Blustein. "Using the Psychology of Working Framework and the Social Cognitive Career Theory to Build a Research Team." In Postgraduate Education in Higher Education, 1–15. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-0468-1_27-1.

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Campbell, Elizabeth L., and Michael A. Burrows. "LGBT College Student Career Development." In Research Anthology on Navigating School Counseling in the 21st Century, 330–42. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8963-2.ch018.

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LGBT college students need mentorship regarding their career development from their faculty members. This paper provides an informed approach, grounded in Social Cognitive Career Theory and supported by empirical research, for faculty members to provide effective career guidance specifically tailored for LGBT students. Goals and recommendations for career advising with LGBT students are provided using an SCCT-informed approach, given the unique needs and experiences of LGBT students. Explanations of how SCCT offers a relevant understanding to faculty members, as well as instructions for how to appropriately advise LGBT students in their career development is provided. Conclusions and future directions are also discussed.
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Bulgan, Gökçe, and Ayşe Çiftçi. "Career Counseling for International Students." In International Student Mobility and Opportunities for Growth in the Global Marketplace, 203–13. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3451-8.ch014.

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International students are a group with diverse career needs and concerns. The challenges international students face (e.g., psychological and sociocultural adjustment issues, language barriers, sense of loss, financial problems, getting used to a new educational system) when they come to study in the United States, as well as their expectations of coming to a new country, may significantly influence their career needs and decision-making processes. In this chapter, the authors suggest social cognitive career theory (SCCT) as a framework for working with the undergraduate and graduate international student population by emphasizing intervention strategies and making specific recommendations.
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Bulgan, Gökçe, and Ayşe Çiftçi. "Career Counseling for International Students." In Research Anthology on Rehabilitation Practices and Therapy, 1055–65. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3432-8.ch051.

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International students are a group with diverse career needs and concerns. The challenges international students face (e.g., psychological and sociocultural adjustment issues, language barriers, sense of loss, financial problems, getting used to a new educational system) when they come to study in the United States, as well as their expectations of coming to a new country, may significantly influence their career needs and decision-making processes. In this chapter, the authors suggest social cognitive career theory (SCCT) as a framework for working with the undergraduate and graduate international student population by emphasizing intervention strategies and making specific recommendations.
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Huang, Wen-Hao David, and Eunjung Oh. "Retaining Disciplinary Talents as Informal Learning Outcomes in the Digital Age." In Handbook of Research on Learning Outcomes and Opportunities in the Digital Age, 402–20. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9577-1.ch018.

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Considering the national need for developing a variety of professional talents through higher education, this chapter proposes an exploratory conceptual framework, to allow educators and parents to harness informal learning opportunities afforded by virtually endless resources on the Internet, in order to engage undergraduate students with necessary career decision-making processes early on in their college experience. The thesis of this chapter asserts that we must consider students' career decision-making processes as a relevant higher education learning outcome. The proposed Digital Informal Learning Resources for Career Decision-Making (DILR-CDM) framework is grounded in the Social Cognitive Career Theory and the Self-Determination Theory to identify attributes of informal learning resources manifested by digital game-based environments and social media environments. These attributes, in turn, afford informal learning opportunities to scaffold and facilitate career decision-making processes among undergraduate students.
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Conference papers on the topic "Social Cognitive Career Theory (SCCT)"

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Ramos-Sandoval, Rosmery, and Jano Ramos-Diaz. "PERUVIAN WOMEN IN ENGINEERING: A SOCIAL COGNITIVE CAREER THEORY APPROACH." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.1694.

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Ramos-Diaz, Jano, Rosmery Ramos Sandoval, and Miguel Barboza-Palomino. "Social cognitive career theory: A qualitative approach in Peruvian engineering female students." In 2018 Argentine Congress of Computer Science and Research Development (CACIDI). IEEE, 2018. http://dx.doi.org/10.1109/cacidi.2018.8584366.

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Yulianty, Afridita, and Evony Violita. "The Effects of Social Cognitive Career Theory and Religiosity towards Career Preference in Sharia Based Financial Institutions." In Proceedings of The 2nd International Conference On Advance And Scientific Innovation, ICASI 2019, 18 July, Banda Aceh, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.18-7-2019.2288634.

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Haimiao, Yu. "Analysis of Peasant Worker's Vocational Training Aspiration - Applying “Social Cognitive Career Theory”." In 2009 First International Workshop on Education Technology and Computer Science. IEEE, 2009. http://dx.doi.org/10.1109/etcs.2009.612.

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Alshahrani, Amnah, Isla Ross, and Murray I. Wood. "Using Social Cognitive Career Theory to Understand Why Students Choose to Study Computer Science." In ICER '18: International Computing Education Research Conference. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3230977.3230994.

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Peng, Michael Yao-Ping, Tuan Sheng-Hwa, and Wang Han-Yu. "The Impact of Professors' Transformational Leadership on University Students' Employability Development based on Social Cognitive Career Theory." In ICEMT 2018: 2018 2nd International Conference on Education and Multimedia Technology. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3206129.3239422.

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Chia-Wei, Chao. "A Study on the Job Preference of Tourism College Students in Hotel Industry: The Application of Social Cognitive Career Theory." In 2020 5th International Conference on Modern Management and Education Technology (MMET 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201023.085.

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Singh, Nidhi. "TO GO TO SCHOOL OR NOT? - USE OF SOCIAL COGNITIVE CAREER THEORY TO UNDERSTAND NON-PARTICIPATION OF RURAL GIRLS IN FORMAL SCHOOLS." In World Conference on Women’s Studies. TIIKM, 2016. http://dx.doi.org/10.17501/wcws.2016.1106.

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Kiss, Eszter, Michelle Barker, and Parlo Singh. "International undergraduate business students' perceptions of employability." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9354.

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Graduate employability is a highly contested topic by education providers, employers and governments. The responsibility of universities to enhance students’ employability through work-integrated learning (WIL) opportunities is also debated. This study explored international students’ understanding of employability skills and their self-perceptions of their employability at an Australian university. It also investiaged students’ perception of the universities’ role in enhancing employability. A qualitative approach informed by Social Cognitive Career Theory (Lent, Brown & Hackett, 1994), used multiple focus groups comprising 18 international undergraduate students from Brazil, China, Colombia, India, Papua New Guinea, South Korea in their final semester at an urban Australian university. The key findings are: (1) Participants were unable to differentiate between employability skills, personality traits and job-specific skills; (2) The importance of social skills and networking were recognised by Chinese respondents, in particular; (3) The perceived level of work-readiness was higher among respondents who had previous work experience; (4) The inclusion of more practical WIL components in the degree program calls for curriculum review; (5) Creating opportunities for students to apply their knowledge and skills in professional contexts is highly desirable. The findings highlight curriculum considerations needed in the development of high-quality WIL experiences that will enable students to apply the knowledge and skills learnt in the classroom, thus enhancing their self-efficacy about their employability.
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