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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.
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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 testa) 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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Montgomery, Amanda Brooke. "KENTUCKY WOMEN TEACHERS' EDUCATION AND CAREER CHOICE DECISIONS: AN APPLICATION OF SOCIAL COGNITIVE CAREER THEORY." Lexington, Ky. : [University of Kentucky Libraries], 2009. http://hdl.handle.net/10225/1166.
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Thesis (M.S.)--University of Kentucky, 2009.Title from document title page (viewed on May 26, 2010). Document formatted into pages; contains: vii, 76 p. Includes abstract and vita. Includes bibliographical references (p. 73-75).
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Dickinson, Josephine A. "An Examination of the Applicability of Social Cognitive Career Theory for African American College Students." University of Akron / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=akron1185466028.
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Hill, Mary. "Social cognitive theory and career development in African-American and Euro-American college students." Connect to resource, 1997. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osuosu1243026099.
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Bettonville, Brian Peter. "COPING AND THE UNIVERSITY: ACADEMIC SATISFACTION AND COPING STYLE IN SOCIAL COGNITIVE CAREER THEORY." OpenSIUC, 2015. https://opensiuc.lib.siu.edu/theses/1760.
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This study investigated the relationship between coping style and academic satisfaction, as well as the role each plays in overall life satisfaction. Further, this study examined the potential utility of coping style within Lent and Brown’s (2006) social cognitive career theory (SCCT) model of work satisfaction. A sample of students in a university setting took a measure to assess coping style, academic satisfaction, life satisfaction, self-efficacy, and goal progress. Results indicated that both problem-focused and avoidance coping styles predicted academic satisfaction individually. Only for problem-focused coping was this relation strong enough for academic satisfaction to partially mediate the direct effect on life satisfaction. Coping styles did not explain variance above and beyond the SCCT variables of goal progress and self-efficacy. This study supports the existing model of work satisfaction in SCCT, and offers preliminary evidence for full mediation of coping styles’ effects on satisfaction by stress and goal progress.
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Nanji, Michelle Mojgan. "South Asian Muslim Americans' career development: factors influencing their career decision-making process." Diss., University of Iowa, 2017. https://ir.uiowa.edu/etd/5818.
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The Muslim population in the United States has faced numerous challenges in the aftermath of September 11th, including increased negative portrayal of Muslims in the media. While there is increased understanding that the social environment in the US has become more Islamophobic, there is little research in applied psychology fields to understand how this is influencing the life choices of young Muslims in the United States. This investigation focuses on South Asian Muslim Americans and the factors that influence their career decision-making process. Lent and Colleagues’ (1994) Social Cognitive Career Theory career choice model was used to develop a better understanding of these factors. This study investigated how the variables of gender, ethnicity, religiosity, perceived discrimination, and family involvement relate to career decision-making self-efficacy and outcome expectations for South Asian Muslim college students. A hierarchical regression analysis was used to understand the relationships among the variables. The goal of this study was to provide initial understandings of the factors influencing South Asian Muslim Americans career decision-making process. The study did not find a significant relationship among the variables or the applicability of the SCCT career choice model to this population. These findings demonstrate a need to learn more about the career process for this population and other factors specific to the population that may be involved in the career development process. The results provide valuable information for counseling psychologists in university counseling centers to broaden their understanding and support the needs of South Asian Muslim American students during the career choice process.
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Hoffman, Tina D. "Project HOPE: a career education program for rural middle school students." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/4991.
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A critical psychology perspective (Prilleltensky and Nelson, 2002) advocates for research that focuses on social change, the mutual participation of community stakeholders, and the empowerment of those served. The current study applies this critical psychology perspective to career education programming in a multiculturally diverse rural high school.
This manuscript illustrates the collaborative development, implementation, and evaluation of the "Project HOPE" career education program. Case study methodology is used to examine the effects of the program congruent with a critical psychology paradigm. Social Cognitive Career Theory (Lent, Brown, & Hackett, 1994; 2000) variables of math/science self-efficacy, vocational skills self-efficacy, math/science outcome expectations and intentions, and math/science interests among rural eighth grade middle school students were examined via a pre and post-test design. Additionally, focus group and student evaluation data provide information on how the collaborative development and implementation was experienced.
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Buchanan, Taneisha S. "An Investigation of the Prestige Interest Dimension Using Social Cognitive Career Theory for African American Women." University of Akron / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=akron1274986974.
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Cummings, Devon Leeann. "Using Social Cognitive Career Theory to Conceptualize and Develop a Measure of the Barriers to Career Choice for Individuals Who Have Criminal Records." University of Akron / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=akron1226532928.
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Jones, Gregory C. "Examining students' perceptions of study abroad programs involving sport through application of the social cognitive career theory." [College Station, Tex. : Texas A&M University, 2006. http://hdl.handle.net/1969.1/ETD-TAMU-1805.
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Liu, Fangfei, and Bingran Yang. "Career Orientation : A comparative study between Swedish and Chinese undergraduates attending an International Social Work Program at the University of Gävle." Thesis, Högskolan i Gävle, Avdelningen för socialt arbete och psykologi, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-10719.
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This article is a quantitative research analysis that aims to compare the career orientations of Swedish and Chinese undergraduates involved in an International Social Work Program as an effort to provide insight for social work educators. Use of the Social Cognitive Career Theory (SCCT) was applied to analyze the data. A mail questionnaire was issued to 51 students studying at the University of Gävle (Sweden). The results show that fifty percent of Swedish students and fifty percent Chinese students would prefer to work in the government and/or public sector. Also, the study participants agree that they will be influenced by career development opportunities in future work, and that the most substantial difference between the nationalities is that Chinese students tend to be more influenced by the social expectations of immediate parents, relatives, and friends, than their Swedish counterparts. Finally, this article lists a few recommendations geared towards helping social work educators provide more relevant links between the school’s curriculum and anticipated job requirements, and bridging more opportunities for student internship positions.
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Douglas, Walter. "Exploring the potential of an inventory based on social cognitive career theory to assess preparedness for the postsecondary transition." Thesis, University of Dundee, 2016. https://discovery.dundee.ac.uk/en/studentTheses/d021ea43-4589-4ab8-a5f5-7476eb631d05.
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Background. The study was prompted by observation that failure to obtain a positive postsecondary destination is significantly more prevalent in young people living in areas of greater social deprivation, and in males rather than females. Previous studies have shown that this could be linked to differences in social cognitive factors. However, these studies have been mainly correlational and no comprehensive assessment instrument was found to assess preparedness for the postsecondary transition. Aims. The present study examines senior high school student’s perceptions of the personal, behavioural and environmental factors that affect them as they prepare to leave school. It reveals the structure of these factors and how they vary with regard to social deprivation and gender. Sample. The participants were 1044 senior high school students (573 males and 471 females) who attended six urban high schools. Method. A pre-empirical, 50-item assessment instrument was constructed based on the literature review to identify the wide range of factors previously shown to be relevant to achievement of a positive postsecondary destination. This was then administered to participants. Results. Factor analysis indicated that young people’s perceptions about leaving school were best represented by thirteen factors. An ANOVA model indicated that young people living in areas of higher deprivation reported significantly lower levels of positive postsecondary destination self-efficacy belief, less experience of vicarious career success, less performance of career development tasks, greater perception of career barriers, greater endorsement of a fixed career mindset, and fewer career scaffolding attachments. Males, compared to females, reported less experience of past career success, and fewer career scaffolding attachments. However, despite being at greater risk of a negative postsecondary destination, males reported higher levels of positive postsecondary destination self-efficacy belief, greater experience of positive career-related emotional arousal, greater ability to set career goals, and greater levels of career optimism. Conclusion. Twelve significant main effects on the measured social cognitive factors have the potential to contribute to an explanation of why failure to obtain a positive postsecondary destination is more prevalent in young people living in areas of greater social deprivation, and in males rather than females. A new assessment instrument has been produced to inform an ongoing exploratory process to design, target and evaluate educational interventions to improve postsecondary destinations for all. Increasing internal consistency, external validity and generalisability of findings are all desirable. Some future interventions are proposed on the basis of the results, including greater use of positive career role models in career development programmes, career mindset retraining for high school students, and psycho-education on attachment-fostering behaviours for parents and professionals.
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Jones, Andrew S. "Cyberbullying and the workplace: an analysis of job satisfaction and social self-efficacy." Diss., University of Iowa, 2019. https://ir.uiowa.edu/etd/6967.
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Relatively little research has been devoted to understanding the implications of adult cyberbullying on workers. However, recent research focused on how cyberbullying affects adults has indicated cyberbullying has negative implications for job satisfaction of workers. The purpose of this study was to use Social Cognitive Career Theory (SCCT) as a framework to investigate the impact of cyberbullying in the workplace by examining the relationship between cyberbullying and both job satisfaction and social self-efficacy. The results of this study indicate that among individuals who are cyberbullied, higher rates of cyberbullying has a significant negative relationship with social self-efficacy, and social self-efficacy was negatively related to job satisfaction and also mediated the relationship between cyberbullying and job satisfaction. The findings of this study suggest cyberbullying is a workplace environmental condition that should be studied in SCCT due to its potential to negatively impact career development by indirectly influencing job satisfaction through a person’s social self-efficacy. Counselors and organizational leaders should consider this issue when designing interventions to combat workplace bullying.
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Petersson, Annie, and Isabel Borg. "Betydelsen av att tro på sin förmåga : Läkarstudenters resonemang angående sitt karriärval." Thesis, Umeå universitet, Institutionen för tillämpad utbildningsvetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-164926.
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Denna studie syftar till att öka förståelsen kring läkarstudenters karriärval. Merparten av läkarstudenter på Sveriges högskolor har universitetsutbildade föräldrar. Vi finner det därmed intressant att undersöka läkarstudenter som inte kommer från hem med en akademisk studietradition. Genom att studera på akademisk nivå lämnar studenterna sin nuvarande yrkes-och utbildningsmässiga samhällsklass. För att förstå varför dessa studenter väljer att genomföra denna klassresa har en kvalitativ metod tillämpats. Detta metodval gjordes för att vi strävade efter en djupare förståelse kring deras karriärval. Empirin tolkades i huvudsak utifrån två teoretiska verktyg: Banduras (1997) begrepp self- efficacy samt Social cognitive career theory (Lent et al. 1994) som användes för att förstå individers karriärutveckling. Resultatet visar att mönster gällande faktorer som individens självtillit, studieframgångar, intressen och personliga egenskaper har varit centrala när studiens informanter gjort sina karriärval. Det framkom även att omgivningens uppmuntran är betydande vid detta val.
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Catraio, Christine. "The Role of Gender, Race, Ethnicity, and Parental Education in Urban Adolescent Career Development." Thesis, Boston College, 2011. http://hdl.handle.net/2345/3215.
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Thesis advisor: James R. MahalilkThe disparities that are prevalent in urban environments have a profound impact on the educational and career trajectories of urban minority youth. In the interest of promoting the success among urban minority youth, it is critical to understand the influence of contextual factors on career development. Urban students of color observe and experience disparities based on gender, race, ethnicity, and parental education (Chang, Chen, Greenberger, Dooley, and Heckhausen, 2006; Fassinger, 2008). A major theoretical framework that has been used to address contextual factors in career development is Social Cognitive Career Theory (SCCT); (Lent, Brown, and Hackett, 1994). The current study examines the socio-contextual variables of gender, race, ethnicity, and parental education (and their interactions) in predicting adolescents' perceptions of barriers to academic and career goals, expectations of reaching goals, and engagement in career planning activities. Archival data was used from a larger longitudinal study that was conducted during the implementation of a vocational program [called Tools for Tomorrow] that was offered at two public high schools in a Northeastern city for three years (Kenny, Blustein, Haase, Jackson, and Perry, 2006). There were 208 participants with a mean age of 14 (57% females and 43% males). Hierarchal multiple regressions revealed that boys, Latino/a students, and low levels of parental education were significantly associated with lower expectations about reaching goals. An exploratory analysis was conducted with three specific ethnic groups: African American, Caribbean, and Latino/a students. Among the findings, African American girls were more likely to engage in career planning activities. This study is among the few that explore the career development of Caribbean adolescents and differentiates the experiences of students of color in career related cognitions and behavior. Limitations for this study and implications for future research, education, and vocational interventions are discussed
Thesis (PhD) — Boston College, 2011
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental, and Educational Psychology
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Falk, Nikki Alexandra. "UNDERSTANDING THE ENGINEERING PROBLEM: INVESTIGATION OF CULTURAL AND SOCIAL COGNITIVE VARIABLES ON INTENT TO PERSIST FOR FEMALE STUDENTS." OpenSIUC, 2015. https://opensiuc.lib.siu.edu/theses/1763.
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This study investigated the academic self-efficacy and persistence goals of 72 diverse female Engineering majors. Social Cognitive Career Theory (Lent, Brown, & Hackett, 1994) coupled with Practice Theory (Bourdieu, 1998) and Social Capital Theory (Lin, 1999) served as the theoretical framework. The relationships between social cognitive variables (engineering self-efficacy, outcome expectations, interests) as well as the influence of contextual and cultural variables (perceived campus climate, distance from privilege, and access to resources) on female students' intent to persist in Engineering were examined. Hierarchical linear regression revealed that only outcome expectations significantly contributed to the prediction of female students' intent to persist in Engineering. Exploratory analysis revealed that outcome expectations were most influential in predicting Engineering self-efficacy. Including privilege and perception of campus climate into the model significantly predicted self-efficacy above and beyond the original SCCT variables. This study supports the addition of cultural contextual variables in the SCCT choice model and warrants future research with minority female populations. Key words: women in STEM, social cognitive career theory, privilege, persistence, underrepresented students
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Harris, Octavia A. "Exploring General Career Barriers and Self-Constructed Career Impediments of Minority Women Managers and Leaders." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4448.
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In 2016, the U.S. Census Bureau indicated only 39.1% of women occupied management and leadership occupations. The absence of women in leadership roles minimizes career aspirations, reduces the benefits of gender diversity, and lowers growth opportunities for women. The purpose of this interpretive hermeneutical phenomenological study was to unveil the lived experiences of a sample of minority women managers and leaders in the finance and insurance sector in Central Florida who encountered general career barriers and self-imposed career impediments that hindered them from advancing. The conceptual framework that guided this study was the social cognitive career theory coupled with the self-efficacy theory. Data were collected through semistructured interviews with 8 minority mid-level managers and leaders in the finance and insurance industry in Central Florida. Data were analyzed using the modified van Kaam method reformed by Moustakas. Five themes emerged from the data: General career barriers, self-imposed career impediments, career challenges, career management strategies, and career barrier counsel. These results may contribute to social change by raising awareness about career impediments that can discourage career paths of women and illuminating strategies regarding how to maneuver through interferences. Women can take control of their lives and modify their career paths. When organizational managers and leaders become more self-aware of the perceived career obstructions, they can initiate the appropriate training to help their employees maneuver, overcome, and navigate through difficulties.
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Maree, Marinda. "The role of self-efficacy in the careers of women in the field of Science Technology Engineering and Mathematics (STEM)." Thesis, University of Pretoria, 2017. http://hdl.handle.net/2263/62650.
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This study was undertaken to investigate the role of self-efficacy in the career trajectories of women who are currently employed in STEM fields and women who had studied in any of these fields, but either never worked in STEM, or decided to leave at some stage. The assumption was that women remain in STEM careers because of the motivational effect of STEM self-efficacy. In order to do this investigation, two studies were included in a parallel convergent mixed-methods design and two samples were studied. The first sample of 15 women, which included both women in STEM (n = 8) and women who had left STEM (n = 7), were interviewed and invited to talk about their STEM studies and careers. The interviews were conducted according to a semi-structured interview. The second sample, which consisted of 108 participants of whom 88 were actively involved in STEM and 20 had left the field, completed an online survey that contained a biographical section, three self-efficacy scales and an Exploratory Questionnaire (EQ) that covered aspects such as motivation to study and work in STEM and barriers experienced. The three self-efficacy scales used were the General Self-Efficacy Scale (GSES), the New General Self-Efficacy Scale (NGSES) and the Occupational Self-Efficacy Scale (OSES). Bandura's Social Cognitive Theory (SCT) was chosen as the conceptual framework for the study and the development of Social Cognitive Career Theory (SCCT) was described from its inception to its current integrated models of career development, as applied to women in STEM careers. The integrated models show that a combination of self-efficacy and outcome expectations is crucial as a predictor of career success in the STEM fields, which can also be influenced by additional variables, such as career decision making, career and study satisfaction, persistence, contextual support and barriers. The Social Cognitive Theory (SCT) and Social Cognitive Career Theory (SCCT) provided the theoretical framework for themes for the qualitative thematic analysis. A top-down identification of themes was done by using the transcripts of interviews. Self-efficacy, outcome expectations and barriers were among the twelve themes that were identified. The survey data was described and statistically analysed. Descriptive statistics were provided for the selfefficacy scales and biographical information. The STEM and non-STEM groups were compared with a series of contingency tables on biographical information. A t-test was used to compare the self-efficacy scales by STEM status in order to find significant differences. The EQ was subjected to an exploratory principal component analysis (PCA) and 10 factors or components were identified. The factors ranged from motivation, barriers and perceptions about gender to STEM and education. Finally, the factors were compared with the qualitative themes to explore the role of self-efficacy in the careers of STEM and non-STEM women. The contribution made by this study is that it highlights the importance of the sources of selfefficacy in ensuring that women remain in their chosen fields. A frequently under-emphasised aspect is that of the emotional source of self-efficacy, which this study found to be the passion, focus, enjoyment and satisfaction that motivate women to remain in STEM. The relevant literature frequently observes that girls and women do not like STEM subjects and activities. However, the passion and commitment of women witnessed by the researcher while conducting this study counters this observation. Some women do enjoy science and it is by no means a proven fact that a lack of interest in STEM is gendered. Programmes focusing on motivating women to enter and remain in STEM ought to take this particular source of selfefficacy into account. The question is, of course, whether one can create interest, instil passion and make STEM attractive to women. However, this is a separate topic for further study. One of the clear findings of this study relates to the importance of inner-circle support and motivation to enter and remain in STEM. Programmes should find a way to encourage families who are already involved in STEM to include children, and especially girls. The very personal nature of encouragement, motivation and support received from parents and close family members function as a major source of self-efficacy. This calls for a creative approach to motivational programmes in order to make commitment to STEM inclusive. Another point that was emphasised by women in the qualitative sample, as well as in the quantitative results, was the major importance of personal interest in the field of science. In fact, this was even more important than the motivational support provided by close family. In essence, it relates to the passion expressed by women in STEM, but the importance of developing a strong interest in science cannot be overstated. Finally, several of the respondents working either in or outside STEM mentioned the pressures experienced in an attempt to balance family and work responsibilities. Some women manage this successfully, even though they are in STEM careers, while others deal with the problem by leaving STEM. However, one should point out that even in non-STEM careers the pressures and expectations of family life and children exist. Programmes dealing with women in STEM should take this problem very seriously and should assist women in effectively managing and dealing with the combined pressures of family and work.Thesis (PhD)--University of Pretoria, 2017.
Psychology
PhD
Unrestricted
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Young, Glenda. "Preparing Students for Professional Work Environments Through University- Industry Partnerships: A Single Case Study of the Co-op Development Program." Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/85414.
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Persistent calls to the field of engineering education to help develop diverse, well-prepared engineers for the STEM workforce have fostered collaborations across university and industry stakeholders. As stakeholders focus efforts on supporting student persistence at several critical junctures, there has been a renewed interest in supporting the school-to-workforce transition for engineering graduates. With calls to develop a more tech-savvy workforce, innovative approaches to supporting and preparing students to enter the workforce have become even more necessary; thus it is important to understand how university- industry partnerships generate experiences that contribute to students' eventual workforce entry.
The structure of the Co-op Development Program and the perspective of eight former CDP participants addressed how learning experiences shaped the career decisions of engineering participants immediately following graduation. A qualitative single case study approach was used and Social Cognitive Career Theory (SCCT) guided the study. Major contributions of this study include extending the analytic generalizability of Social Cognitive Career Theory, creating operationalized definitions of learning experiences embedded within that framework, and linking those experiences to how students' beliefs were shaped on their pathway to an early career within engineering industry. The themes identified in this study can help CDP managers and university stakeholders better support co-op participants and potentially allocate resources that
will serve as the basis for future co-op design recommendations.
Stakeholders may also use findings to promote the role of university and industry partnerships in supporting the student workforce transition. Future researchers may extend the study design across multiple cases and leverage recommendations for qualitative and quantitative investigations to address some of the limitations embedded within this research design and further contribute to the discussion of preparing students for professional work environments through university-industry partnerships. Ultimately, findings of this study give voice to the student partner in university-industry partnerships as themes identified in this study help CDP managers and university stakeholders to establish interventions and serve as the basis for future co-op design recommendations.Ph. D.
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Flowers, Mia. "Assessing the Effects of Career Exploration Among African-American Urban Adolescents." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5705.
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Deficits in career decision making self-efficacy, career decidedness, and academic motivation have contributed to prolonged cycles of poverty, an increase in the number of years it takes to complete an undergraduate degree, and an upsurge in the amount of financial debt incurred. Recurrently, students are saddled with large amounts of debt for a degree that was never attained. One group heavily affected by this phenomenon is African American urban adolescents (AAUA). This quantitative study used a social cognitive career theory framework and a repeated-measures research design to examine whether a significant change in scores occurred from Time 1 to Time 2 on the Career Decision Self- Efficacy Scale—Short Form (CDSE-SF), Career Decision Scale (CDS), and Academic Motivation Scale—High School (AMS-HS). African American adolescents attending an urban high school in a midwestern state participated. Students were surveyed before and after completing the Strong Interest Inventory and participating in an educational session designed to aid them in making career and educational choices. Paired-samples t tests revealed no significant changes in scores on the CDSE-SF, CDS, or AMS-HS. However, findings from Pearson correlations suggest that career self-efficacy is largely correlated with both intrinsic and extrinsic motivation. This research contributes to social change by informing urban school districts and families of the need to deliver comprehensive career exploration programming for AAUA. This programming has the potential to aid students in making educational choices that align with their expected career paths, reduce their time to completion in postsecondary programs, and increase their potential for economic stability. Assessing
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Hoover, Brittany Alexandria. "Factors That Influence How Participants of Virginia's Governor's School for Agriculture Think About, Perceive, and Engage With Agriculture and Agricultural Careers." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/97951.
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The world is facing significant challenges as a result of societal practices. Many of those challenges are agricultural in nature and include worldwide food insecurity, intensified greenhouse gas emissions resulting in climate change, major losses in biodiversity, substantial pressure on natural resources, and increasingly antimicrobial-resistant pests and diseases. To address these challenges, the workforce of the agricultural system must continue improving, collaborating, innovating, and transforming at a global scale. The diversity of agricultural challenges calls for a diverse workforce with science skills as well as cultural competencies.
Agricultural educators and practitioners are consistently concerned with strengthening the relationship of youth and agricultural career choice. The field of agricultural education is also working to ensure that youth who choose agriculture have the knowledge, skills, and competencies necessary to address agricultural challenges. However, youth have steadily chosen careers outside of agriculture, leaving thousands of jobs available.
Researchers have explored many reasons why youth may not choose agriculture, though few have considered aspects of identity or have explored factors that impact perceptions and thoughts of agriculture in depth. The overall purpose of this research was to explore how aspects of identity, including occupational identity status, inform agricultural career interest and choice; and to understand youth perceptions and thoughts of agriculture within a four-week agricultural education program. The purpose was achieved using research questions and objectives for each individual study. Data were collected using inventories, surveys, group interviews, and blog post assignments to describe participants. Data analysis included thematic analysis and descriptive statistical analysis. Findings show that the participants often had a more negative perception of agriculture prior to the program and expanded their view of agriculture after learning more about the industry. There are many factors that shape perceptions of agriculture, including identity characteristics, learning experiences, and contextual factors. The findings have implications for the field of agricultural education and the entire agricultural industry. At the conclusion of each study within this research, recommendations for agricultural educators, practitioners, and researchers were made. The recommendations include developing and implementing agricultural education programs that serve underrepresented populations in agriculture and conducting research to investigate ill-explored areas that emerged as findings from the research.Doctor of Philosophy
The world is facing many problems in the agricultural industry. These problems relate to food, land, and climate – amongst others. These problems must be addressed; and to do so, there must be a workforce in the agriculture industry that is skilled and competent. Agricultural educators and practitioners are tasked with preparing the agricultural workforce and have a continuous mission to encourage youth to choose agricultural careers. A problem is that youth are largely not choosing agricultural careers, and many jobs in agriculture go unfilled. Researchers have explored reasons why youth largely choose careers in other industries; the reasons include different factors such as opinions of parents and the exposure to agricultural careers. This research explores additional reasons why youth may not choose a career in agriculture and explores previously known reasons in the context of the 2019 Virginia's Governor's School for Agriculture program. The overall purpose of this research is to explore additional reasons for career choice in agriculture, including aspects of identity. The overall purpose of this research was also to explore youths' perceptions and thoughts of agriculture in-depth. The purpose was achieved by asking a series of research questions and by stating a series of objectives. The research questions and objectives were addressed using data collection methods of group interviews, blog post assignments, inventories, and surveys. The data that was collected was analyzed using thematic analysis and descriptive statistical analysis. The findings from this research show that there are many reasons why youth who were participants of the 2019 Virginia's Governor's School for Agriculture program think about and perceive agriculture. The reasons relate to identity characteristics, learning experiences, and contextual factors. These reasons also influence how youth choose to be involved in agriculture. The findings have implications for the field of agricultural education and the entire agricultural industry. For each article within this research, recommendations for agricultural educators, practitioners, and researchers were made. These include expanding the reach of agricultural education and further exploring findings that emerged from the research.
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Bermingham, Charles Joseph. "Contextual support for Post Secondary Plans Scales: school personnel and community factors examination." Diss., University of Iowa, 2016. https://ir.uiowa.edu/etd/2046.
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Social support has been identified as an important component of planning for careers among high school students. Lent, Brown, and Hackett (2000) advocated for the importance of this support within Social Cognitive Career Theory (SCCT). These authors identified a need for further research with better measurement for examining contextual support and its connection to career decision-making. Ali et al. (2011) developed a set of measures to address this need for better measurement, but identified the need for more nuanced examination of specific types of contextual support. The current study was designed to assess the importance of nuanced measuring of different types of support in career-decision making. Specifically, two scales, School Personnel and Community, from the Contextual Support of Post Secondary Planning Scales (CSPSPS) are analyzed using confirmatory factor analysis to force the scales into the factor structures proposed by Ali et al. (2011). Additionally, exploratory factor analysis was used to further examine the school personnel scale. Finally, interventions to aid School Personnel and Community in ways to support students in career decision-making are considered.
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Williams, Christine M. "Gender in the Development of Career Related Learning Experiences." University of Akron / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=akron1278702627.
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Allen, Roma. "An Evidence-Based Mentorship Program for Experienced Nurses." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4031.
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Turnover of experienced nurses is a component of the nursing shortage, which has created a lack of expert nurses administering bedside care. The project site is a Chicago suburban hospital with an average first year turnover of experienced nurses at 35%. This rate is above the 27% first year turnover reported by the Metropolitan Chicago Healthcare Council. This project focused on development and evaluation of an evidence-based mentorship program supported by theory that can contribute to an increase in experienced nurse retention. A detailed literature review references causative factors of turnover, such as an increasing workload, a multigenerational and aging workforce, and a lack of belonging as reasons for job dissatisfaction and separation of employment. These factors were also cited in exit interviews of nurses resigning from the project site. Synthesis of the literature suggests that an evidence-based, theory-supported, nurse mentorship program may decrease experienced nurse turnover and increase the longevity of the nurse providing bedside care. The social cognitive career theory and components of Zey's mutual benefits model were used in the design of the mentorship program to include the mentor, mentee, and culture of the organization. Program design and materials were evaluated by 10 experienced nurses. The program was approved by 100% of the formative panel and was recommended for summative review by the 4-member nurse executive council. The summative review resulted in a final approval to implement the program. Implementation of this project will create social change through empowerment of experienced nurses and by providing strong mentors for new nurses resulting in reduced turnover of both new and experienced nurses, increased job satisfaction, reduced replacement costs, and improved patient care.
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Kim, Ki Hyun. "Moving toward a better understanding of job satisfaction of South Korean masseurs with visual impairments: test of integrative job satisfaction model in social cognitive career theory." Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/1861.
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The research regarding employees' job satisfaction is one of the most important indicators of their vocational adjustment or outcome. In addition, understanding the level of job satisfaction of employees' with disabilities it is important to understand the predictors of success. This knowledge contributes to the qualitative and the quantitative improvement of vocational rehabilitation outcomes for individuals with disabilities. The purpose of this dissertation was to explore the job satisfaction of South Korean masseurs with visual impairments, utilizing the Social Cognitive Career Theory framework. A total of 221 South Korean masseurs with visual impairment responded to a survey, Including a demographic questionnaire and five instruments: Index of Job Satisfaction(IJS), The International Positive and Negative Affect Schedule short form (I-PANAS-SF), the Personal Efficacy Beliefs Scale (PEBS), Subjective Fit Perception(SFP), and the Multidimensional Scale of Perceived Social Support(MSPSS). Multiple regression analysis indicated that as masseurs in this study considered that they have a better fit with their job, as they experienced being more efficacious with their massage skills, and as they felt more positive, their level of job satisfaction was higher. Moreover, as masseurs in this study experience having a better fit with their job regarding their monetary aspects, as they feel efficacious with their massage skills, as they feel more positive, and as they consider their job duties fit their education or skills they learned, their level of job satisfaction also was higher. However, in this model (when these social cognitive career variables were accounted for altogether), no matter how masseurs with visual impairments consider how their personal values fit with their organizational values or how much social support they received from their family, friend, or significant others did not appear to contribute to overall their job satisfaction. In addition, the analysis supported the existence of a moderating effect of positive affect on the relationship between subjective fit and job satisfaction, in addition to the moderating effect of social support on the relationship between work related self-efficacy and job satisfaction among masseurs in this study. In conclusion, the integrative model of work satisfaction (Lent &Brown, 2006, 2008)provided a good overall fit to the data. Discussion of the results of the analyses of this study and limitations were demonstrated. Finally, implications for policy makers, researchers, and career counselors were also provided.
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Lopienski, Sarah A. "How Do Educational Leaders Understand Career Readiness: A Q-methodological Study." Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1458664121.
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Nilsson, Fredrik, and Hjalmar Steinvall. "En Andra Chans : Studievägledning på en 'second chance'- utbildning och dess påverkan på deltagarnas självförmåga." Thesis, Umeå universitet, Institutionen för tillämpad utbildningsvetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-160963.
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Denna studie har undersökt skolformen “second chance” school. Studien utgick från en specifik verksamhet i Norrland som kallas “Unga till arbete eller studier”, eller UTAS. Syftet med undersökningen var att ta reda på vad som krävs av en studie- och yrkesvägledare som väljer att jobba inom en sådan verksamhet. Studien undersökte även hur denna typ av verksamhet påverkar deltagarnas självförmåga, och vilka möjligheter och svårigheter som kan finnas i denna typ av verksamhet. Arbetet baseras på tidigare forskning om social cognitive career theory, tidigare forskningsrapporter gjorda om second chance school verksamheter och gruppvägledningsmetoden WATCH som står för ”What Alternatives? Thinking Coping Hoping”. En kvalitativ metod användes, och semi-strukturerade intervjuer gjordes med fyra anställda på verksamheten UTAS: två studie och yrkesvägledare, en specialpedagog och verksamhetens samordnare. Resultatet av studien beskriver vilka kunskaper som krävs av en studie- och yrkesvägledare som vill arbeta inom denna typ av verksamhet, bland annat en mer finkänslig förmåga att anpassa sig till sin klient. Resultaten visade även att second chance school verksamhet har en positiv inverkan på deltagarnas självförmåga, och ger deltagarna det stöd och den stabilitet de kan behöva. Slutligen visade även resultaten tydliga tecken på att orsaken till att denna typ av utbildning behövs, är samhälleliga problem som ligger utanför skolväsendet.
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Waggoner, Reneau. "Pipelines to Leadership: Aspirations of Executive-Level Community College Leaders to Ascend to the Presidency." UKnowledge, 2016. http://uknowledge.uky.edu/epe_etds/39.
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One of the challenges facing community colleges in the United States is the looming retirements of executive/senior-level leadership, particularly the president, on a wide scale. This study explored the career aspirations of executive-level leaders within the community college using Social Cognitive Career Theory as the conceptual framework. Within the context of a three-person collaborative dissertation project, a mixed methods case study approach was utilized for the research design. It first examined the perceived and preferred organizational culture(s) by administering the Organizational Culture Assessment Instrument (OCAI). Building upon results of the OCAI, interviews with executive-level leaders explored how personal and institutional factors impact their aspirations of to ascend to the community college presidency.
The findings of the research indicate that affecting change, being asked, and the desire to help are personal factors of influence that motivate executive-level leaders to seek the role of community college president. On the other hand, age, family, and potential work-life imbalance might dissuade executive-level leaders from seeking this role. The study reveals that organizational culture (the “culture of caring”) and leadership development are positive factors of institutional influence. Institutional factors that dissuade executive-level leaders from seeking the community college presidency are politics, the state of the institution being led, and the unknown.
This study advances the field of educational leadership in that a number of personal and institutional factors are adduced that influence the aspirations of executive-level leaders to progress to the community college presidency. The findings identify the need for research across multiple institutions and the need to expand Social Cognitive Career Theory to include personal-cognitive barriers of race and gender.
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Brooks, Dominique LaShawn. "Underrepresented minorities and social cognitive career theory: an investigation of the effectiveness of increasing math and science interest and self-efficacy in the context of a healthcare career intervention with rural Latino and White-identified middle school students." Diss., University of Iowa, 2014. https://ir.uiowa.edu/etd/4583.
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Currently, there exists a cultural/racial disparity in the quality of healthcare and subsequent health outcomes (Sullivan, 2004; Arora, Schneider, Thal, & Meltzer, 2011). This has been linked to lack of ethnic minority representation within the field of healthcare (Cohen, Gabriel, & Terrell, 2002; Freeman, Ferrer, & Greiner, 2007). In response, there has been a national effort to intervene at various levels of education to address disparities in healthcare career-related knowledge and abilities. According to Social Cognitive Career Theory (SCCT), the prevalence of math and science within healthcare careers will decrease interest in this field for those lacking confidence and/or abilities in the aforementioned areas. The current manuscript describes and evaluates the impact of increasing the math and science-related content of a healthcare career intervention, Project HOPE (Health Opportunities Preparation and Exploration) (Ali, 2013), on math /science self-efficacy and interest and healthcare career interest. Results from measures presented both pre- and post-intervention were analyzed using the repeated measures design for 2 MANOVAs and 1 ANOVA. Based on these analyses, participants demonstrated a significant increase in math/science interest and self-efficacy. These results are discussed in the final section, in addition to limitations and implications for SCCT and healthcare career interventions.
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Black, Arianna Louise. "Evaluation of the AWARES Mentorship Program on Female Engineering Students’ Career Self-Efficacy." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1587054612430114.
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Sampson, Adrienne V. "The Role of Supports, Barriers and Coping Efficacy in First-Generation College Students' Career Decision Outcomes." University of Akron / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=akron1479082516296368.
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MacIntire, Mae M. "Predictors of the Relationship Between Childhood Maltreatment and Career Decision Self-efficacy Among Undergraduate Students." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804901/.
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Vocational disruption for survivors of interpersonal trauma has been noted by both practitioners and researchers. While limited empirical support exists, a firm theoretical framework and a full range of outcomes have not been explored. Guided by the framework of social cognitive career theory (SCCT), a promising framework recommended in the previous literature, the aim of the current study was to explore the function of contextual barriers and supports as predictors of career decision self-efficacy (CDSE). Due to the lack of consistency in previous research and absent theoretical specification of the particular mode of intervening variables, both mediation and moderation were explored using multiple regression. The results indicate the relationship between background factors (i.e., childhood maltreatment) and CDSE was fully mediated by an indirect pathway via personal factors (i.e., trauma-related symptoms) and learning experiences (i.e., anxious and avoidant attachment with a career-related mentor) in the prediction of CDSE. The results also indicate that personal factors (i.e., trauma-related symptoms) function as a moderator between background factors (i.e., childhood maltreatment) and learning experiences as anxious attachment with a career-related mentor. Finally, learning experiences as anxious attachment with a career-related mentor moderated the relationship between personal factors (i.e., trauma-related symptoms) and CDSE. Overall, within the SCCT model, the proposed predictors help explain differences in CDSE as related to childhood maltreatment through mediation and moderation. Theoretical and practical implications of the results are discussed.
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Phillips, Rhonda. "Choosing to Attend a Career Technical Center (CTC) in Ohio is a Choice - "Why Did Students Choose to Attend a CTC, and How Did Their Career Outcome Expectation Influence Their Decision To Attend?"." Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1593041353706625.
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Lemon, Rochelle L. "African American Women's Experiences of Racist and Sexist Events and Their Relation to the Career Choice Process." University of Akron / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=akron1280107432.
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Mitchell, LaTonya Michelle. "The Lived Experiences and Perceptions of African American Women in Federal Senior Leadership." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6624.
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In the United States, African American women remain underrepresented in senior leadership positions in many workforce sectors, including the federal sector. Despite this challenge, a few African American women have successfully attained senior leadership responsibilities in a public health service agency. Using intersectionality and social cognitive career theory as the theoretical frameworks, the purpose of this study was to explore the lived experiences of African American women leaders in their career advancement to senior leadership positions in a health service agency of the Department of Health and Human Services in the United States. The research questions explored the experiences and perceptions of these women leaders and ways the intersection of race and gender contributed to their leadership experiences. A qualitative research design using a transcendental phenomenological approach was the chosen method. Data were collected through semistructured interviews with eight African American women leaders at the General Schedule Grade 15 and Senior Executive Service levels. Data were analyzed using the van Kaam method modified by Moustakas. Results indicated that while African American women leaders faced challenges and barriers, strategies exist to enhance career advancement. The results from this study may support social change by elevating understanding of the experiences and perspectives whereby strategies for increasing the career advancement of aspiring African American women leaders can be identified. When organizational leaders become more culturally competent, they can implement approaches that promote diversity within the senior leadership positions, which can have an overall effect on meeting the needs of a diverse population.
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Kuebel, Christa. "PREPARATION, CONTINUING EDUCATION, AND PROFESSIONAL DEVELOPMENT OF INSTRUMENTAL MUSIC MAJORS TEACHING ELEMENTARY GENERAL MUSIC." Case Western Reserve University School of Graduate Studies / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=case1491408733327604.
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Urbanavičiūtė, Ieva. "The Internal and External Factors of Vocational Path Choice." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2010. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2010~D_20100204_100201-30861.
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The main objective of the doctoral thesis was to analyze the features of one’s vocational path during the time of undergraduate studies. Undergraduate studies can be treated as a pathway of transition from school to the world of work. Therefore, it is especially important to identify what makes vocational choice successful during this period of time. In the study, several psychological success indicators of vocational path choice were distinguished. Moreover, the following factors were analyzed as their possible predictors: internal-cognitive factors (self-efficacy and vocation-related expectations), internal-personality factors (Big Five trait dimensions), external factors (situational-demographic characteristics). The study was conducted in the framework of Social Cognitive Career Theory. 625 undergraduates representing various Lithuanian universities took part in the main study. The results provide a basis for distinguishing the most important factors of vocational path choice during the transition period, i.e., those factors that most strongly relate either to vocational choice success indicators or to the adequacy of its planning. In the discussion, both theoretical implications and practical recommendations are provided.Disertacijoje nagrinėjami profesinio kelio ypatumai bakalauro pakopos studijų metu – pereinamuoju laikotarpiu tarp mokyklos baigimo ir įėjimo į darbo pasaulį. Darbe buvo siekiama išskirti psichologinius sėkmingo profesinio kelio pasirinkimo rodiklius bei įvertinti, kokie veiksniai jiems turi daugiausiai reikšmės. Remiantis socialine kognityvine karjeros teorija ir pereinamojo laikotarpio tyrimų apžvalga, nagrinėti vidiniai kognityviniai (įvairūs saviveiksmingumo aspektai, profesiniai lūkesčiai), asmenybės (Didžiojo Penketo asmenybės bruožai) ir išoriniai (situaciniai-demografiniai) veiksniai. Tyrime dalyvavo 625 įvairių Lietuvos universitetų bakalauro pakopos, 1–4 kurso studentai. Gauti rezultatai leidžia išskirti svarbiausius vidinius ir išorinius profesinio kelio veiksnius – tuos, kurie pereinamuoju laikotarpiu labiausiai sietini su sėkmingu profesinio kelio pasirinkimu ar adekvačiu jo planavimu. Aptariant tyrimo rezultatus, diskutuojama tiek jų reikšmė teorine prasme, tiek pritaikymo galimybės profesinio orientavimo ir konsultavimo praktikoje.
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Roscoe, Barnes III. "F F Bosworth : a historical analysis of the influential factors in his life and ministry." Thesis, University of Pretoria, 2009. http://hdl.handle.net/2263/26869.
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The purpose of this study is to explore the life history of Fred Francis Bosworth (1877-1958) and critically analyze the influential factors that may have contributed to his success as a famous healing evangelist. It seeks to answer the question, “How did he develop from a small-town farm boy into a famous healing evangelist and Pentecostal pioneer?” Using the historical case study method as the research design, the study employs a variant of Social Cognitive Career Theory (SCCT), which suggests that a person's career choice can be determined by his or her self-efficacy beliefs and expected outcomes. Self-efficacy comes from past performances, various learning, social support and one's reaction to barriers. The aim of the study is to determine how Bosworth's childhood and adolescent experiences, as well as his secular experiences in the business world, may have prepared him for his career as a healing evangelist. By showing how a person's early years can impact his or her future, this research will allow the church to know more about the role of early, natural experiences (including skills and environment), in determining God's will for a person's life and ministry. Although Bosworth, author of Christ the Healer (1948), is widely known for his teachings on divine healing, there is little known about his life history. This study is the first to offer a critical analysis of his entire life and ministry; it is also the first study to use the concepts of SCCT to show how his adulthood success may have been influenced by the experiences of his childhood and youth. This study argues that several factors played a critical role in Bosworth’s development. In addition to music and his secular work as a businessman, these factors include his crises, strong Christian women, healings in answer to prayer, and his work in foreign missions. Although Bosworth and others have attributed his success primarily to his Pentecostal experience, this study contends that his childhood, secular and business experiences played a more important role than has been reported in the literature. Furthermore, this study shows that Bosworth’s path to success can be understood through the elements of SCCT. Through SCCT, one can see how Bosworth developed an interest in the healing ministry, how he chose to pursue the ministry as a career, and how he performed and set goals as an evangelist.Thesis (PhD)--University of Pretoria, 2009.
Church History and Church Policy
unrestricted
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Manto, Jonte Justine Juliette. "Déterminants sociocognitifs des comportements de recherche d'emploi chez les diplômés de l'enseignement supérieur : comparaison France-Cameroun." Thesis, Grenoble, 2014. http://www.theses.fr/2014GRENH001/document.
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Quels sont les mécanismes motivationnels et cognitifs qui soutiennent les stratégies de recherche d'emploi mises en œuvre par les diplômés du supérieur ? Telle est la question qui fonde les analyses effectuées dans cette thèse. Les développements y relatifs s'articulent sur trois niveaux imbriqués. Le premier examine la relation entre les dimensions mises en évidence par la théorie sociale cognitive de la carrière (TSCC) (Lent, Hackett et Brown, 1994), et la performance en recherche d'emploi. Le second a pour objectif d'introduire les stratégies d'autorégulation (STARE) en vue d'analyser dans quelle mesure elles peuvent médiatiser la relation entre le sentiment d'efficacité personnelle (SEP), l'objectif professionnel (OPRO), le projet professionnel (PPRO), les difficultés perçues (DIFF) et la performance. Enfin, ces deux premiers niveaux d'analyse se justifient par le besoin d'appréhender les mécanismes motivationnels et cognitifs auxquels se greffent les facteurs contextuels et sous-tendent les dynamiques de recherche d'emploi. La configuration actuelle du marché du travail rend de plus en plus saillante une évidence : le processus d'insertion professionnel n'est pas linéaire et, même à parcours de formation égal, les diplômés ne sont pas égaux face aux difficultés marquant l'accès à l'emploi. En s'appuyant sur un échantillon de 50 curriculum vitae (CV) de demandeurs d'emploi (étude 1), deux échantillons de 410 salariés (étude 2) et 384 sans emploi (étude 3), tous diplômés du supérieur, cette recherche conduite au Cameroun et en France montre d'une part que les variables d'intention ou les attentes de résultats et le sentiment d'efficacité personnelle sont de bons prédicteurs de performance, conformément à la littérature internationale sur la TSCC. D'autre part, l'examen des liens entre les dimensions suscitées et la performance en recherche d'emploi, par le biais de médiations simples, multiples et modérées, montre que les stratégies d'autorégulation introduites dans le modèle TSCC constituent un médiateur significatif de l'effet de l'ensemble des variables sur la réussite des salariés, de l'objectif professionnel et du projet professionnel sur le devenir des sans emploi, et du sentiment d'efficacité personnelle uniquement lorsqu'on procède à une analyse différenciée selon le sexe. En conclusion, les résultats suggèrent que contrairement aux logiques et parcours de recherche d'emploi traditionnels établis, la configuration actuelle du marché du travail impulserait de nouvelles formes d'organisation et d'ajustement chez les acteurs qui y évoluentWhat are the motivational and cognitive mechanisms that support job search strategies implemented by the graduates? This question is the base of the analyses carried out in this thesis work. The related developments are based on three nested levels. The first one examines the relationship between dimensions highlighted by the social cognitive theory of career (TSCC) (Lent, Brown and Hackett, 1994), and performance in job search. The second objective introduce self-regulation strategies (STARE) in order to analyze to what extent they can mediate the relationship between self-efficacy (SEP), career objective (OPRO), professional project (PPRO), perceived difficulties (DIFF) and performance. Finally, the first two levels of analysis are justified by the need to understand the motivational and cognitive mechanisms associated to contextual factors and underly dynamics of job search. The current labour market setup increases the relevance of obviousness: professional insertion process is not linear and even with same training courses, graduates are not equals face to difficulties regarding employment access. Based on a sample of 50 curricula vitae (CV) of job seekers (Study 1), two samples of 410 employees (study 2) and 384 job seekers (study 3), all of them graduates, the research carried out both in Cameroon and France shows on one side that the variables of intent or outcome expectations and self-efficacy are good predictors of performance, in accordance with the international literature on the TSCC. On the other side, relationship analysis between these dimensions and performance aroused in job search through simple, multiple and moderate mediations, shows that self-regulation strategies introduced in the TSCC model constitute a significant mediator of the effect of all variables on the employees success, the professional goal and the professional project on the future of job seekers, and of self-efficacy solely when performing an analysis differentiated by gender. To end with, the results suggest that contrary to established logic and traditional path of job search, the current configuration of the labor market would boost new forms of organization and adjustment among actors who evolve in this sector
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Hsu, Hui-Fang, and 許惠芳. "Female Postgraduate’s Career Development based on Social Cognitive Theory." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/45993136675642726493.
Full textAbstract:
碩士南台科技大學
技職教育與人力資源發展研究所
96
In 2007, Council for Economic Planning and Development of issuing Taiwanese woman manpower uses efficiency to improve year by year, the participating in rate of Taiwanese women workforce is always on the low side while comparing in world in the past, job market's how to create to suit women's employment environment, and develop and combine women's ability effectively, use in order to improve women's efficient manpower, it has been the goal of the manpower with diligent development policies all the time, it is higher and higher with women's education degree, women have already been different from the tradition to look forward to one's own expectation. This research was tried to integrate all points of view of scholars and treated of researching results from scholars. It discusses the relations between career development and social cognitive theory through the analysis of references and questionnaires. Also, it added individual background variables and diversity analyses of career development and social cognitive theory. Major research methods of this report are Correlations, t-test, ANOVA, Stepwise Regression Analysis. By way of stratified sampling with optimal allocation in questionnaire testing, the number of effective samples is 359, responsive valid questionnaires support the hypothesis of this article which reports findings as follows: 1. Different backgrounds among Female Postgraduate’s of Nature of the school, age, marital status, siblings count, graduate from the department, part-time , and working experience show the partly significant to career development. 2. Different backgrounds among Female Postgraduate’s of Nature of the school, age, graduate from the department, part-time, and working experience show the partly significant to its social cognitive. 3. There is a positive significant association between career development and its social cognitive of Female Postgraduate’s. It presents if Female Postgraduate’s satisfy with social cognitive degree, the career development acceptance will be higher. 4. Among social cognitive of self-efficacy and Personal goal can predict the future career development of Female Postgraduate’s effectively.
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CHEN, KAI-LI, and 陳凱莉. "Social Cognitive Career Theory Incorporating Tarot's Consultation of a Career Indecision College Student." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/8xbtz8.
Full textAbstract:
碩士國立屏東大學
教育心理與輔導學系碩士班
106
The purposes of this study applied consultative strategies to solve problems for a student who had not yet decide the career plan in a university.To integrate the theory of social cognitive career theory (SCCT) with tarot skill into the consultative intervention method, researcher explored the development and implementation process of consultative strategy, and then analyzed the effectiveness to solve the problem of consultation. This research applied by the method of individual action research, and the researcher collects data through observation, interview and questionnaire. The results of this study were as follows: 1. It is feasible to use the consultative intervention method. In order to solve the problems encountered in the study, explanation of researcher, communication with student. In addition, according to the student’s individual needs of the student, the practical place, and implementation status, researcher would adjust flexible plan and implementation details. 2. Through the individual factors and types of pattern in the social cognitive career theory, researcher investigates the expediencies of the student in career consultation. The study reveals that consultative strategies can increase student's awareness and understanding, and also enhance enthusiasm and positive feelings towards career goals. 3. This consultative intervention method can lead to a positive shift in student's career orientation. Besides stimulating personal interests, other career-oriented factors are in line with the literature's effectiveness. Research participant realizes that he can have further ideas and possibilities about career choices, which he ignored at first. 4. In this study of consultative intervention method including design and implementation, researcher learned to improved professional ability. Suggestions for counseling practice and further study were recommended.