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

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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)"

1

Brown, Steven D., and Robert W. Lent. "Social Cognitive Career Theory in a Diverse World." Journal of Career Assessment 25, no. 1 (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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2

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 (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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3

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 (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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4

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 (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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5

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 (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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6

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 (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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7

Huang, Jie-Tsuen, and Hui-Hsien Hsieh. "Linking Socioeconomic Status to Social Cognitive Career Theory Factors." Journal of Career Assessment 19, no. 4 (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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8

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 (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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9

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 (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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10

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 (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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