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1
Brown, Steven D., and Robert W. Lent. "Social Cognitive Career Theory in a Diverse World." Journal of Career Assessment 25, no. 1 (July 28, 2016): 173–80. http://dx.doi.org/10.1177/1069072716660061.
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The purposes of this special issue were (a) to examine social cognitive career theory’s (SCCT) relevance to the career development of a diverse range of persons and contexts and (b) to encourage researchers to extend the theory to new cultures, social justice themes, and populations that remain underserved or understudied by vocational psychology. We believe that the range of populations and issues addressed in this special issue illustrate well SCCT’s current scope of applicability. In this article, we offer some final thoughts intended to further strengthen SCCT’s research base. We first comment on each of the articles, highlighting their implications for future research. We conclude by emphasizing a few larger issues that emerged for us across the set of articles and that point to additional directions for advancing research on SCCT within a diverse world.
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Mueller, Christian E., Alfred L. Hall, and Danielle Z. Miro. "Testing an Adapted Model of Social Cognitive Career Theory: Findings and Implications for a Self-Selected, Diverse Middle-School Sample." Journal of Research in STEM Education 1, no. 2 (December 1, 2015): 142–55. http://dx.doi.org/10.51355/jstem.2015.17.
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We tested an adapted version of social-cognitive career theory (SCCT; Lent et al., 1994, 2000) with a self-selected, diverse sample of middle-school students attending a Saturday STEM Academy asking, “Is SCCT valid for examining career choice goal-intentions among a sample of students already expressing interest in math and science-related subjects and careers?” According to SCCT, choosing a STEM-related career involves the complex interplay of personal and contextual factors, many of which become increasingly salient during the middle-school years. There is reason to believe that SCCT may function differently for students who are self-selected, such as those found in the present sample. Main findings in the full regression model showed that math/science motivation (T1), family support for engineering (T1), outcome expectancies (T2), and interest (T2) were significant predictors of (T2) goal intentions; whereas self-efficacy was non-significant as has been shown in much previous research. Relatedly, we found several measurement issues with the SCCT variables among this sample, thus partially answering the larger research question. Implications of the present findings and suggestions for future research are discussed in the context of the career-choice literature, theoretical and practical implications of SCCT, and relatedly, possible measurement issues arising from using SCCT with self-selected, middle-school samples.
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Thompson, Mindi N., Jason J. Dahling, Mun Yuk Chin, and Robert C. Melloy. "Integrating Job Loss, Unemployment, and Reemployment With Social Cognitive Career Theory." Journal of Career Assessment 25, no. 1 (August 19, 2016): 40–57. http://dx.doi.org/10.1177/1069072716657534.
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Job loss and recovery remain critical challenges in the United States and Europe in the wake of the Great Recession. However, the experience of unemployment is poorly integrated in theories of vocational psychology. In this article, we explore how job loss and recovery can be understood through the lens of social cognitive career theory’s career self-management (SCCT-CSM) model. We apply the SCCT-CSM model to understand the critical importance of person-cognitive variables, individual differences, and contextual affordances to the experiences of job loss and job recovery. Implications for future research, including research with particular groups of unemployed persons, are discussed. Overall, our analysis indicates that the SCCT-CSM model is a fruitful perspective for organizing future scholarship related to job loss and recovery.
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Segal, Gerry, Dan Borgia, and Jerry Schoenfeld. "Using Social Cognitive Career Theory to Predict Self-Employment Goals." New England Journal of Entrepreneurship 5, no. 2 (March 1, 2002): 47–56. http://dx.doi.org/10.1108/neje-05-02-2002-b007.
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Social Cognitive Career Theory (SCCT; Lent, Brown, and Hackett 1994, 1996) proposes that career interests, goals, and choices are related to self-efficacy beliefs and outcome expectations. It suggests that peopleʼs self-efficacy beliefs and outcome expectations with regard to self-employment would predict their goals to become selfemployed. This study explores the ability of SCCT to predict goals for self-employment in a sample of 115 undergraduate business students. Results indicated that students with higher entrepreneurial self-efficacy and higher self-employment outcome expectations had higher intentions to become self-employed. These findings imply that educators and policy-makers may boost student entrepreneurial intentions by (1) enhancing studentsʼ confidence to succeed in an entrepreneurial career and (2) enhancing studentsʼ expectations of strong positive outcomes resulting from an entrepreneurial career
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Smith, Allison, and Amy Milson. "Social Cognitive Career Theory and Adults with Psychiatric Disabilities: Bringing Theory to Practice." Journal of Applied Rehabilitation Counseling 42, no. 3 (September 1, 2011): 20–25. http://dx.doi.org/10.1891/0047-2220.42.3.20.
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Social Cognitive Career Theory (SCCT) is an appropriate framework for conceptualizing career development among adults with psychiatric disabilities, but few practical ideas have been provided in professional literature for intervening within this framework. In order to translate client interests into realistic goals, vocational rehabilitation counselors should explore both the work-related self-efficacy beliefs and the perceived employment barriers experienced by these individuals. Research supports the use of interventions and assessments that target the population of interest and the specific task or domain of interest. Examples of interventions specific to individuals with psychiatric disabilities will illustrate the practical application of SCCT within appropriate context and population considerations by integrating aspects of the theory.
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Chan, Chun-Chen, Su-Ching Chen, Yu-Wei Lin, Tsung-Yao Liao, and Yu-En Lin. "Social Cognitive Perspective on Factors Influencing Taiwanese Sport Management Students’ Career Intentions." Journal of Career Development 45, no. 3 (December 8, 2016): 239–52. http://dx.doi.org/10.1177/0894845316681643.
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Social cognitive career theory (SCCT) was used as a basis for investigating the factors influencing the career intentions of Taiwanese sports management students. Participants ( N = 696) completed measures gauging social support, self-efficacy, outcome expectations, career interests, and career intentions. The results of a path analysis supported SCCT, indicating that self-efficacy contributed to career interests, outcome expectations, and career intentions. Social support was related to self-efficacy, and outcome expectations were related to career interests. However, the results did not support the hypotheses that social support and outcome expectations contribute to career intentions. The practical implications of these findings for counseling Taiwanese sports management students are presented.
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Huang, Jie-Tsuen, and Hui-Hsien Hsieh. "Linking Socioeconomic Status to Social Cognitive Career Theory Factors." Journal of Career Assessment 19, no. 4 (August 29, 2011): 452–61. http://dx.doi.org/10.1177/1069072711409723.
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The purpose of this study was to investigate the contributions of socioeconomic status (SES) in predicting social cognitive career theory (SCCT) factors. Data were collected from 738 college students in Taiwan. The results of the partial least squares (PLS) analyses indicated that SES significantly predicted career decision self-efficacy (CDSE); however, the relationship between SES and career decision-making outcome expectations (CDMOE) was not significant. In addition, the findings revealed that CDSE had a direct effect as well as an indirect effect, via CDMOE, on career exploratory intentions. Implications for counseling and future research are discussed.
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Flores, Lisa Y., Rachel L. Navarro, and Saba Rasheed Ali. "The State of SCCT Research in Relation to Social Class." Journal of Career Assessment 25, no. 1 (August 19, 2016): 6–23. http://dx.doi.org/10.1177/1069072716658649.
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This article provides an overview of 47 empirical studies of social cognitive career theory (SCCT) and recent SCCT-based models with a focus on social class and socioeconomic status (SES). We summarize the findings across the studies according to (1) the use of social class or SES as a study variable and (2) low-SES samples based on demographic data. We provide an assessment of the current state of SCCT research on social class and offer directions for advancing SCCT theory and research with attention to how social class can be conceptualized and operationalized within SCCT.
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Chan, Chun-Chen. "Factors Affecting Career Goals of Taiwanese College Athletes From Perspective of Social Cognitive Career Theory." Journal of Career Development 47, no. 2 (August 9, 2018): 193–206. http://dx.doi.org/10.1177/0894845318793234.
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The present study attempted to identify the psychological processes associated with the career goals of Taiwanese college athletes. In order to identify the psychological processes potentially associated with career goals, the study drew upon social cognitive career theory (SCCT). The results supported SCCT indicating that career decision-making self-efficacy contributed to vocational interests, outcome expectations, and career goals. Social support was found to be related to career decision-making self-efficacy, and outcome expectations were found to be related to vocational interests. In addition, the results revealed that career decision-making self-efficacy and outcome expectations indirectly affected career goals through vocational interests and that social support indirectly affected career goals through career decision-making self-efficacy. However, the results did not support the hypothesis that social support and outcome expectations contributed to career goals. The practical implications of these findings in terms of the career counseling given to Taiwanese college athletes are discussed.
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Kell, Harrison J. "Unifying Vocational Psychology's Trait and Social–Cognitive Approaches through the Cognitive-Affective Personality System." Review of General Psychology 22, no. 3 (September 2018): 343–54. http://dx.doi.org/10.1037/gpr0000146.
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Vocational psychology is divided between two conflicting paradigms: Trait-based, exemplified by Holland's (1997) theory, and social–cognitive, exemplified by Social-Cognitive Career Theory (SCCT). Scientifically, this division is problematic, as scientific truth is partially determined by consensus among experts ( Kuhn, 1970 ). We propose that the trait-based and social–cognitive perspectives can be integrated—not by subsuming SCCT into Holland's (1997) model as suggested by Armstrong and Vogel (2009 , 2010 ) but by reinterpreting traits in terms of social–cognitive units. SCCT lacks the scope and explanatory power to accomplish this task partially because, as we detail, the theory relies on many trait constructs itself. To accomplish our integration, we introduce an influential theory from the personality literature: The Cognitive-Affective Personality System (CAPS; Mischel & Shoda, 1995 ). We describe CAPS and highlight its parallels with SCCT. We then explain how trait-based accounts of vocational interests and cognitive abilities can be translated into CAPS units. We conclude by describing how trait constructs can still be viable within the CAPS framework and by calling for empirical research to put our propositions to the test.
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Tran, Anh T. P., and Harald Von Korflesch. "A conceptual model of social entrepreneurial intention based on the social cognitive career theory." Asia Pacific Journal of Innovation and Entrepreneurship 10, no. 1 (December 5, 2016): 17–38. http://dx.doi.org/10.1108/apjie-12-2016-007.
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Purpose Entrepreneurial intention plays a major role in entrepreneurship academia and practice. However, little is known about the intentions of entrepreneurs in the social area of venture creation. This paper aims to formulate a well-organized model of social entrepreneurial intention. Design/methodology/approach The paper draws on intention models in entrepreneurship literature in general and social entrepreneurship in particular to identify gaps. Based on these findings, a new conceptual model is formulated. Findings There is no research to be found which uses the social cognitive career theory (SCCT) to explain about an individual’s intention to become a social entrepreneur, although this theory is recently suggested as an inclusive framework for entrepreneurial intention (Doan Winkel et al., 2011). It is also supportive by the empirical research of Segal et al. (2002). Therefore, a conceptual model of entrepreneurial intention in the field of social entrepreneurship is formulated based on adapting and extending the SCCT. Originality/value The paper contributes to the social entrepreneurship literature by providing new insights about social entrepreneurial intention. The result has important implications for theory and practice. In theory, it is the first model offering the SCCT as the background of formation for social entrepreneurial intention, with a distinct perspective of social entrepreneurship as a career. It raises a future direction for researchers to test this model. In practice, this framework provides a broad view of factors that could contribute to the success of the would-be a social entrepreneur.
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Cameron, Carrie, Hwa Young Lee, Cheryl Anderson, Angela Byars-Winston, Constance D. Baldwin, and Shine Chang. "The Role of Scientific Communication Skills in Trainees’ Intention to Pursue Biomedical Research Careers: A Social Cognitive Analysis." CBE—Life Sciences Education 14, no. 4 (December 2015): ar46. http://dx.doi.org/10.1187/cbe.14-09-0152.
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Scientific communication (SciComm) skills are indispensable for success in biomedical research, but many trainees may not have fully considered the necessity of regular writing and speaking for research career progression. Our purpose was to investigate the relationship between SciComm skill acquisition and research trainees’ intentions to remain in research careers. We used social cognitive career theory (SCCT) to test a model of the relationship of SciComm skills to SciComm-related cognitive variables in explaining career intentions. A sample of 510 graduate students and postdoctoral fellows at major academic health science centers in the Texas Medical Center, Houston, Texas, were surveyed online. Results suggested that interest in performing SciComm tasks, SciComm outcome expectations (SCOEs), and SciComm productivity predicted intention to remain in a research career, while SciComm self-efficacy did not directly predict career intention. SCOEs also predicted interest in performing SciComm tasks. As in other SCCT studies, SciComm self-efficacy predicted SCOEs. We conclude that social cognitive factors of SciComm skill acquisition and SciComm productivity significantly predict biomedical trainees’ intentions to pursue research careers whether within or outside academia. While further studies are needed, these findings may lead to evidence-based interventions to help trainees remain in their chosen career paths.
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Dickinson, Josephine, Matthew D. Abrams, and David M. Tokar. "An Examination of the Applicability of Social Cognitive Career Theory for African American College Students." Journal of Career Assessment 25, no. 1 (August 19, 2016): 75–92. http://dx.doi.org/10.1177/1069072716658648.
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The purpose of the present study is to extend the literature on social cognitive career theory (SCCT) by examining (a) the applicability of SCCT for African Americans with constructs defined in terms of Holland’s realistic, investigative, artistic, social, enterprising, and conventional (RIASEC) themes and (b) the role of specific learning experiences (performance accomplishments, vicarious learning, and verbal persuasion) in the formation of corresponding self-efficacy and outcome expectations. Structural equation modeling (SEM) results based on a sample of 208 African American college students revealed support for hypothesized relations of self-efficacy with outcome expectations, self-efficacy and outcome expectations with interests and choice goals, and interests with choice goals for all six RIASEC themes. Results revealed partial support for the hypothesized relations of learning experiences with self-efficacy and outcome expectations. Finally, results indicated limited support for the hypothesis that verbal persuasion would be a stronger positive predictor of self-efficacy and outcome expectations than would performance accomplishments and vicarious learning. These findings offer preliminary support for the applicability of SCCT in explaining African American college students’ RIASEC-based interest development and career choice goals. Implications of the findings for career counseling interventions and future research are discussed.
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Brown, Steven D., and Robert W. Lent. "Social Cognitive Career Theory at 25: Progress in Studying the Domain Satisfaction and Career Self-Management Models." Journal of Career Assessment 27, no. 4 (June 6, 2019): 563–78. http://dx.doi.org/10.1177/1069072719852736.
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Social cognitive career theory (SCCT) was introduced 25 years ago. The theory originally included three interrelated models of (a) career and academic interest development, (b) choice-making, and (c) performance. It was later expanded to include two additional models, one focusing on educational and occupational satisfaction, or well-being, and the other emphasizing the process of career self-management over the life span. On this, the silver anniversary of SCCT, we consider the progress made in studying these two most recent models. In addition to reviewing existing findings, we cite promising directions for future research and application. Examples include additional study of model combinations that may shed greater light on choice persistence, possibilities for using the self-management model to study aspects of career development that are relevant to other theories, and the importance of theory-guided applications to aid preparation for, and coping with, uncertainties in the future world of work.
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Tharenou, Phyllis. "Receptivity to Careers in International Work—Abroad and at Home." Australian Journal of Management 27, no. 1_suppl (June 2002): 129–36. http://dx.doi.org/10.1177/031289620202701s13.
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More employees now have careers in international work (i.e. across countries) than before, some abroad but increasingly more in domestic jobs with international responsibilities (DJIRs). Theory has not caught up with these trends. This paper uses constructs from social cognitive career theory (SCCT) to propose explanations of how interest develops in careers in international work abroad and at home, contrasting explanations for the two types of work.
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Sa’idah, Ishlakhatus. "Memprediksi Minat Karier dan Pilihan Aspirasi Terhadap Pertimbangan Pilihan Karier Berdasarkan Social Cognitive Career Theory (SCCT)." JKI (Jurnal Konseling Indonesia) 3, no. 2 (April 1, 2018): 48–56. http://dx.doi.org/10.21067/jki.v3i2.2470.
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This research aims to predict the model interest Social Cognitive career Theory (SCCT) through a testrun to 600 high school students in Gresik Regency. Subject completed measures of self-efficacy incareer, expectations of a result, interests, support and social barriers, and considerations in thechoice of six types of RIASEC Holland (1997). Model options integrated interest meets the data wellin all types of Holland and generally supports the hypothesis that self-efficacy and outcomeexpectations are similarly predict the interest, and that interest in self-efficacy mediate therelationships and expectations the results for the consideration of the options. Contrary to SCCT,support and social barriers related considerations the option indirectly i.e. via self-efficacy. Theimplications of these findings for further research is the importance of cross-cultural validity ofconsideration on the SCCT
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Campbell, Elizabeth L., and Michael A. Burrows. "LGBT College Student Career Development." International Journal of Innovative Teaching and Learning in Higher Education 1, no. 2 (April 2020): 29–40. http://dx.doi.org/10.4018/ijitlhe.2020040103.
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LGBT college students need mentorship regarding their career development from their faculty members. This paper provides an informed approach, grounded in Social Cognitive Career Theory and supported by empirical research, for faculty members to provide effective career guidance specifically tailored for LGBT students. Goals and recommendations for career advising with LGBT students are provided using an SCCT-informed approach, given the unique needs and experiences of LGBT students. Explanations of how SCCT offers a relevant understanding to faculty members, as well as instructions for how to appropriately advise LGBT students in their career development is provided. Conclusions and future directions are also discussed.
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Ali, Saba Rasheed, Aurora Pham, Yunkyoung Loh Garrison, and Samantha D. Brown. "Project HOPE: Sociopolitical Development and SCCT Beliefs of Latinx and White Rural Middle School Students." Journal of Career Development 46, no. 4 (March 5, 2019): 410–24. http://dx.doi.org/10.1177/0894845319832973.
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This quasi-experimental investigation tested whether adding a sociopolitical development (SPD) component to a social cognitive career theory–based (SCCT) career intervention program, Project health-care opportunities, preparation, and exploration (HOPE), was more effective than an SCCT-only intervention among a group of eighth-grade students ( n = 94). Results of the study indicated both intervention conditions were associated with increases in health-care career (HC) and math/science (MS) interests among the participants. Results also demonstrated that gains in HC interests (HCIs) were associated with intervention conditions: students in the SCCT + SPD condition only reported statistically significant gains in HCIs. The study found no statistically significant interaction effects between ethnicity and condition on any of the outcome variables. Results suggest limited support for the effectiveness of SPD-infused SCCT interventions and that more research is needed to better understand how rural students can benefit from SCCT/SPD-based career interventions.
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Aure, Patrick Adriel P., Rayan P. Dui, Shieradel V. Jimenez, Denver D. Daradar, Alvin Neil A. Gutierrez, Angelique C. Blasa, and Joseph Sy-Changco. "Understanding Social Entrepreneurial Intention Through Social Cognitive Career Theory: a Partial Least Squares Structural Equation Modelling Approach." Organizations and Markets in Emerging Economies 10, no. 1 (May 28, 2019): 92–110. http://dx.doi.org/10.15388/omee.2019.10.00005.
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This research attempted to find empirical evidence that examines the drivers of social entrepreneurial intentions (SEI) through the lens of social cognitive career theory (SCCT). Since the SCCT model of SEI is still in the early stages and needs to be further developed, experts recommend the use of partial least squares structural equation modelling (PLS-SEM) to analyze data collected from 294 business students from a Philippine university. To account for observed heterogeneity, differences among senior high school and college business students were explored via multigroup analysis (PLS-MGA). Across all respondents, perceived support and internal outcome expectations have the strongest total effects on SEI, while self-efficacy and agreeableness have marginally significant direct effects and significant indirect effects on SEI. This study contributed to the field of social entrepreneurship by looking at alternate and developing explanations to the formation of SEI apart from conceptual models based on the theory of planned behavior.
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Fouad, Nadya A., and Mercedes C. Santana. "SCCT and Underrepresented Populations in STEM Fields." Journal of Career Assessment 25, no. 1 (August 19, 2016): 24–39. http://dx.doi.org/10.1177/1069072716658324.
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The authors review research that has used social cognitive career theory as a frame to investigate factors that may explain science, technology, engineering, and mathematics (STEM) choices and work decisions for women and racial–ethnic minorities, as well as barriers to their entry to STEM careers. The research is reviewed by age-groups. Most of this research has focused on factors associated with early choices (e.g., in high school and younger), but more recent work has focused on choices in college and in the workplace, particularly for women. The authors conclude with a critique and call for more research.
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Tatum, Alexander K., Louis J. Formica, and Steven D. Brown. "Testing a Social Cognitive Model of Workplace Sexual Identity Management." Journal of Career Assessment 25, no. 1 (August 19, 2016): 107–20. http://dx.doi.org/10.1177/1069072716659712.
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Lent and Brown proposed a social cognitive career self-management process model that extended prior social cognitive career theory (SCCT) content models to explain the conditions under which people will engage in career management behaviors (e.g., career exploration). We tested the SCCT self-management model in the context of workplace sexual identity management. The model hypothesizes that engagement in sexual identity management strategies in the workplace is facilitated by strong sexual identity management self-efficacy beliefs and positive outcome expectations for engaging in sexual identity management behaviors. The model also posits that additional person and contextual variables will influence engagement in sexual identity management behaviors directly as well as indirectly via self-efficacy beliefs and outcome expectations. Using a sample of 152 sexual minority participants drawn from community Internet mailing lists, partial and full mediation models of workplace sexual identity disclosure were tested using theoretically relevant person input (i.e., concealment motivation) and contextual (i.e., workplace climate) variables. Results supported a partially mediated model suggesting that concealment motivation and workplace climate influence workplace disclosure directly as well as indirectly through self-efficacy and positive outcome expectations. Policy and social justice implications for the results are discussed and future research directions are considered.
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Ali, Majid, Md Lazim Bin Mohd Zin, and Zuraida Binti Hassan. "The Impact of Social Support and Corporate Culture on Women Career Advancement." Pakistan Journal of Humanities and Social Sciences 7, no. 3 (September 30, 2019): 303–12. http://dx.doi.org/10.52131/pjhss.2019.0703.0088.
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The ratio of women in managerial positions is still not satisfactory. However, little research has been pursued towards explaining the issues why they are not getting the top positions in any organizations. Researchers have identified the importance of the social support and corporate culture in the connection of the framework of Social Cognitive Career Theory (SCCT) which remains unaddressed in the explicating the relationship between social support, corporate culture and women career advancement. The purpose of this paper is to analyze the issues that have effect on women career advancement. In addition, this paper is only a theoretical exploration, it is expected that this work lead towards an explanation of the relationship between social support, corporate culture and women career advancement, which may be studied further to determine the empirical finding about the other dynamic of the (SCCT).
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Gunawan, Vania Pradipta, and Retno Yuliati. "APLIKASI MODEL SOCIAL COGNITIVE CAREER THEORY UNTUK MEMPREDIKSI NIAT MAHASISWA BEKERJA SEBAGAI AKUNTAN PUBLIK." Ekspansi: Jurnal Ekonomi, Keuangan, Perbankan dan Akuntansi 11, no. 1 (May 31, 2019): 35. http://dx.doi.org/10.35313/ekspansi.v11i1.1203.
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Abstract: The purpose of this research is to examine thesocial cognitive career theory (SCCT) model (Lent, Brown, & Hackett, 1994) which is composed of self efficacy and outcome expectation to predict university students’ intention to work as public accountant. To our best knowledge, this is the first research to examine SCCT model in accounting field; which is done prior and after the respondents take auditing course in university. Data from 234 respondents prior to taking auditing course and 215 respondents after taking auditing course from three universities in Jabodetabek area were taken and analysed using Structural Equation Modeling (SEM). It can be inferred that: (a) the correlation between self-efficacy and university students’ intention to be public accountant is stronger after taking auditing course; (b) the correlation outcome expectation and intention to work as public accountant is not significant both prior to and after taking auditing course;(c) the correlation between self-efficacy and outcome expectation is significant only on respondents after taking auditing course. The limitations in this research are the data was taken prior to and after taking Auditing 1 course (prior to taking Auditing 2) and all respondents are from renowned university in major cities. The result of this research is expected to increase the effectiveness of auditing courses to develop university students’ competence and confidence to achieve their career as public accountant.Keywords:social cognitive career theory, self-efficacy, outcome expectation, public accountant career
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Shwartz, Gabriella, Or Shav-Artza, and Yehudit Judy Dori. "Choosing Chemistry at Different Education and Career Stages: Chemists, Chemical Engineers, and Teachers." Journal of Science Education and Technology 30, no. 5 (March 25, 2021): 692–705. http://dx.doi.org/10.1007/s10956-021-09912-5.
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AbstractIn response to the realization that qualified applicants’ choice of a career in chemistry is declining, we investigated the factors involved in chemistry and chemical education career choice. Building on the social cognitive theory (SCT) and the social cognitive career theory (SCCT), this research examines the personal, environmental, and behavioral factors influencing the chemistry-related profession choice of 55 chemists, 18 chemical engineers, and 72 chemistry teachers. Research participants also suggest ways to encourage students to major in chemistry during high school and pursue a chemistry-related career. Results showed that high school serves as a significant turning point of future career choices. Self-efficacy in the task-oriented and chemistry learning aspects are the driving forces of choosing a chemistry career. We also shed light on the importance of enhancing students’ choice in chemistry-related career via quality educational programs. The study contribution lies in examining all three aspects of career choice in the SCCT. We have applied this framework specifically in chemistry, but the identified factors can be applied to other STEM domains. Practically, we provide recommendations for different stakeholders on how to overcome the shortage of skilled chemistry professionals.
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Chang, Wen, and James A. Busser. "Hospitality career retention: the role of contextual factors and thriving at work." International Journal of Contemporary Hospitality Management 32, no. 1 (January 13, 2020): 193–211. http://dx.doi.org/10.1108/ijchm-10-2018-0831.
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Purpose This study aims to understand employee career retention in the hospitality industry. Building on the socially embedded model of thriving, signaling theory and social cognitive career theory (SCCT), the study examines a structural model of psychological contract fulfillment (PCF), perceived organizational support (POS), thriving, career satisfaction and career turnover intention. Design/methodology/approach The proposed research model was tested using structural equation modeling with responses from 300 US hospitality employees. Data were collected using an online survey available through a panel service at Qualtrics. Findings Empirical results supported all proposed hypotheses and confirmed the critical mediation role of thriving for workplace contextual factors and employee career retention. As predicted, both PCF and POS positively influenced employee thriving, which positively influenced career satisfaction and negatively influenced career turnover intention. Practical implications Findings of this study yielded several recommendations for hospitality managers, including using the concept of thriving as an indicator and a remedy for employee career development and retention. Originality/value Given the increased need for qualified talent and reduced career satisfaction, this study sheds light on the further understanding of sustainable employment in the hospitality industry. Using signaling theory and SCCT as an overarching framework, this study extends the socially embedded model of thriving as well as SCCT and supports combining psychological contract theory and organizational support theory to better understand hospitality career retention.
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Ehrhardt, Kyle, and Monica M. Sharif. "Career implications for high-quality work relationships: an SCCT test." Journal of Managerial Psychology 34, no. 7 (September 9, 2019): 474–90. http://dx.doi.org/10.1108/jmp-10-2018-0443.
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Purpose Researchers recognize that interpersonal relationships contribute to the career development of professional employees. The purpose of this paper is to extend this research to individuals working at a formative point in their careers. Guided by Social Cognitive Career Theory, a model is developed that tests whether the quality of individuals’ work relationships at an early career stage has implications for their development of career cognitions and career exploration behaviors. Design/methodology/approach Structural equation modeling is used to test the model in two samples of employed students (n=372 and n=166). Findings Coworker relationship quality had a direct influence on career self-efficacy, which led to increased career outcome expectations, goals and exploration behaviors. The influence of supervisor relationship quality was mixed across studies. Research limitations/implications Findings suggest that the quality of individuals’ relational experiences at work, even at an early career stage, has implications that extend beyond the workplace to affect their careers more generally. Practical implications Results speak to the dangers associated with a poor interpersonal climate for employees at an early career stage, and suggest that managers invest in opportunities that allow these employees to build stronger bonds with coworkers. The results also suggest that career counselors and internship coordinators be sensitive to the interpersonal climate of organizations with whom they contract. Originality/value This study offers insight into the connection between early employment experiences and individuals’ career cognitions and career exploration behaviors.
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Mau, Wei-Cheng, Shr-Jya Chen, and Chi-Chau Lin. "Assessing High School Student’s STEM Career Interests Using a Social Cognitive Framework." Education Sciences 9, no. 2 (June 19, 2019): 151. http://dx.doi.org/10.3390/educsci9020151.
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This study investigated the psychometric properties of the Chinese version of the STEM Career Interest Survey (STEM-CCIS) with data from 590 high-school students in Taiwan. Measurement models based on Social-Cognitive Career Theory (SCCT) and STEM discipline-specific dimensions (Science, Technology, Engineering, Mathematics) were examined using confirmatory factor analyses. Findings from confirmatory factor analyses indicated that STEM-CCIS possesses adequate reliability and factorial validity, replicating the sound psychometric properties of the original English version of the STEM-CIS. Implications for the use of the STEM-CCIS are discussed.
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Turner, Sherri L., Ju Ri Joeng, Marcuetta D. Sims, Shari N. Dade, and Monica Froman Reid. "SES, Gender, and STEM Career Interests, Goals, and Actions: A Test of SCCT." Journal of Career Assessment 27, no. 1 (December 27, 2017): 134–50. http://dx.doi.org/10.1177/1069072717748665.
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Using social cognitive career theory (SCCT), this study examined the role of socioeconomic status (SES) in an SCCT science, technology, engineering, and math (STEM) model, with gender controlled for across the model. Results showed that higher SES covaried with lower perceived career barriers, and with greater mother, father, and peer support. In turn, higher SES also predicted greater outcome expectations but not self-efficacy. Efficacy predicted STEM career interests, choice goals, and choice actions (defined as intentions to take advanced math and science courses). Outcome expectations predicted interests but not goals or actions. Barriers, as well as, father and peer support, predicted efficacy, while mother support predicted outcome expectations. Results are discussed in light of the STEM career development among higher and lower SES adolescents.
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Cupani, Marcos, Ana Estefanía Azpilicueta, and Victoria Sialle. "Evaluación de un modelo social-cognitivo de la elección de la carrera desde la tipología de Holland en estudiantes de la escuela secundaria/Testing social cognitive career choice model across Holland types in high school students." REOP - Revista Española de Orientación y Psicopedagogía 28, no. 3 (March 13, 2018): 8. http://dx.doi.org/10.5944/reop.vol.28.num.3.2017.21615.
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RESUMENLa teoría social cognitiva de la carrera (SCCT; Lent, Brown & Hackett, 1994) se formuló originalmente con la finalidad de integrar diferentes modelos y constructos para lograr una comprensión más profunda de los mecanismos que regulan el desarrollo de los intereses vocacionales, la elección de la carrera y el rendimiento académico (Lent, et al., 1994, 2000). En la presente investigación se evalúa un modelo de intención de elección de carrera derivado de la SCCT. La muestra estuvo conformada por alumnos argentinos de la Escuela Secundaria, quienes respondieron a una serie de medidas sobre: fuentes de autoeficacia, creencias de autoeficacia, intereses e intención de elección de carrera. Estas medidas fueron analizadas en cada una de las seis tipologías planteadas por la teoría RIASEC (Realista, Investigador, Artista, Social, Emprendedor y Convencional) de Holland (1997). Los resultados indicaron un apoyo general a las hipótesis de la SCCT, las cuales proponen una influencia de las fuentes de autoeficacia sobre el origen de las creencias de autoeficacia y cómo estas, junto con los intereses, determinan las intenciones de elección de carrera, aunque no de forma homogénea en todas las tipologías planteadas por Holland. Se discuten los resultados para cada una de las tipologías y se consideran las limitaciones e implicaciones de estos hallazgos para futuras investigaciones.ABSTRACTSocial cognitive career theory (SCCT; Lent, Brown & Hackett, 1994) was originally formulated in order to integrate different models and constructs, to achieve a deeper understanding of the mechanisms that regulate the development of vocational interests, career choice and academic performance (Lent, et al., 1994, 2000). In this research, several hypotheses emanating from SCCT were tested. The sample was composed by Argentine high school students, who completed a series of measures, such as: sources of self-efficacy, self-efficacy beliefs, interests and intentions of career choice. These measures were analyzed in each of the six types raised in the RIASEC model (Realistic, Investigative, Artistic, Social, Enterprising and Conventional) of Holland. The results indicate general support for the hypothesis of SCCT, which suggest an influence of the sources of self-efficacy on the origin of self-efficacy beliefs and how they, together with interest, determine the intentions of career choice, but not evenly in all types raised by Holland. We consider the limitations and implications of these findings for further research.
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Mendez, Sylvia L., Valerie Martin Conley, Rebecca S. Keith, Comas Haynes, and Rosario Gerhardt. "Mentorship in the engineering professoriate: exploring the role of social cognitive career theory." International Journal of Mentoring and Coaching in Education 6, no. 4 (December 4, 2017): 302–16. http://dx.doi.org/10.1108/ijmce-12-2016-0077.
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Purpose The purpose of this paper is to explore a new mentoring and advocacy-networking paradigm sponsored by the National Science Foundation (15-7680) Office for Broadening Participation in Engineering in the USA. The Increasing Minority Presence within Academia through Continuous Training (IMPACT) program pairs underrepresented minority (URM) faculty with emeriti faculty in engineering for career mentorship. Design/methodology/approach Researchers utilized a phenomenological qualitative research design to explore the influence of the three domains of the mentoring and advocacy-networking paradigm (career development, sponsorship, and coaching) through participant interviews of URM and emeriti faculty. Interviews, grounded by Social Cognitive Career Theory (SCCT), offered an in-depth understanding of the nature, meaning, and ways in which the IMPACT participants perceived the value of the mentoring experience. Findings Phenomenological findings suggest mentees viewed IMPACT participation as a means for career progression, and mentors saw it as an opportunity to “give back” to the engineering field. Neither believed cultural or generational gaps would hamper their mentoring relationships, as their shared academic interests would facilitate a bridge for any gaps. Research limitations/implications This paper identifies new questions related to the expectations and interests of both mentors and mentees who are engaged in a mentoring relationship. A longitudinal approach would offer deeper insight into mentoring as the relationship persists over time. Originality/value Evidence at this stage indicates that the IMPACT program has the potential to contribute to the career progression of URM faculty through the inclusion of an often overlooked resource of emeriti faculty.
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Kim, Ji Young, In-Sil Park, and Su Jin Lim. "The Development and Validation of a Dance Career Development Competency Inventory for Dance Majors: Viewpoint of the Social Cognitive Career Theory." Korean Journal of Physical Education 56, no. 2 (March 31, 2017): 461–75. http://dx.doi.org/10.23949/kjpe.2017.03.56.2.33.
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Ismail, Maimunah, and Efizah Sofiah Ramly. "Carreer Aspirations of R&D Professionals in Government Research Institutes and Multinational Corporations in Malaysia." Organizations and Markets in Emerging Economies 1, no. 2 (December 31, 2010): 32–47. http://dx.doi.org/10.15388/omee.2010.1.2.14295.
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The research compares the influence of self-efficacy, organizational socialization and continuous improvement practices on career aspirations of research and development (R&D) professionals of government research institutes (GRIs) and multinational corporations (MNCs) in Malaysia. This study used Social Cognitive Career Theory (SCCT) to examine the influence of the selected variables on career aspirations of the R&D professionals. Data were collected from 164 respondents from GRIs and 120 respondents from MNCs in the country. The data were analyzed using descriptive statistics and multiple linear regressions. The two groups differed significantly in terms of their levels of self-efficacy and organizational socialization, and were not significantly different in continuous improvement practices and career aspirations. Self-efficacy and organizational socialization levels of R&D professionals in GRIs were found to be slightly higher than those of MNCs. Regression results showed MNCs reported higher explanatory power compared to that of the GRIs in terms of variance in career aspiration. This study suggests that continuous improvement practices and self-efficacy are relevant to the model of SCCT. Managers and human resource development (HRD) practitioners in both types of organizations need to restructure the work practices of R&D professionals by strengthening the quality improvement work procedures and cognitive-behaviour initiatives.
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Caesarani, Fianirazha Primesa, Febby Astria, Rizma Adlia Syakurah, Bertha Aulia, and Reynold Siburian. "MODELING OF CAREER CHOICE BEHAVIORS IN INDONESIAN DENTISTRY STUDENTS." B-Dent: Jurnal Kedokteran Gigi Universitas Baiturrahmah 7, no. 2 (February 8, 2021): 114–22. http://dx.doi.org/10.33854/jbd.v7i2.518.
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The increasing number of dentists shows that this profession is one of the most popular career choices in Indonesia. The type of dentist professional development varies so that career planning is an important thing that has a big influence on one's future. The social-cognitive career theory (SCCT) perspective explains that there is a relationship between career self-efficacy, career outcome expectation, career intention and career exploration in the career selection process. By using SCCT, this study aimed to determine the career exploration-related behavior relationship, which consists of career self-efficacy, career outcome expectations, career intention and career exploration, in the career determination for dentistry students in Indonesia. This research is an observational analytic study of 505 samples of undergraduate and profession students of dentistry who have filled out an online questionnaire from March to June 2019. An online questionnaire consisting of a Career Decision Making Self-Efficacy-Short Form (CDMSE-SF), Career Decision Outcome Expectation (CDMOE), Career Exploration Planning or Intention Questionnaire (CEPI), Career Exploration Survey-Revised (CES-R), which has translated and validated. All models are analyzed using the maximum possible estimation of the AMOS application. This research showed that there was a significant relationship between having a career plan and father's job. This study concluded that self efficacy, outcome expectation, and career intention influence the career exploration of dentistry students significantly both directly and indirectly.
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Wells, Janelle E., and Shannon Kerwin. "Intentions to Be an Athletic Director." Journal of Career Development 44, no. 2 (July 26, 2016): 127–43. http://dx.doi.org/10.1177/0894845316635821.
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The aim of this study was to evaluate senior athletic administrators’ expectations and intentions of becoming National Collegiate Athletic Association (NCAA) Division I athletic directors (ADs) and explore women and racial minority senior athletic administrators’ athletic workplace experience. To serve the purpose, two studies using social cognitive career theory (SCCT) were employed. First, demographic (i.e., gender and race) differences by SCCT variables were assessed through survey collection and multivariate analysis of variance. Second, content analysis of interviews was used to assess the experiences of athletic administrators. Results revealed women and racial minority senior athletic administrators’ had similar self-efficacy compared to White men, but they encountered more barriers, unfavorable outcome expectations, and lower choice goals associated with becoming an NCAA Division I AD. Further, findings show women and racial minority senior athletic administrators felt occupational segregation limited their access and opportunities for career advancement to a Division I AD position.
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Jung, Eunju, and Ja Young Eunice Kim. "Women in Engineering: Almost No Gap at University but a Long Way to Go for Sustaining Careers." Sustainability 12, no. 20 (October 9, 2020): 8299. http://dx.doi.org/10.3390/su12208299.
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Engineering is one of the career fields where women’s underrepresentation has been tenacious. In Korea, the government has made continuous efforts in the last decades to make a difference, yet the rate of women who pursue an engineering career pathway is still low. In this study, we analyzed 415 survey responses at a large private university in Korea to fulfill the aims of the current study: (1) to examine the gender difference on the 11 major- and career-related variables using t-test, (2) to test the adjusted social cognitive career theory (SCCT) model for the engineering undergraduate students’ intention to pursue an engineering career using path analysis. The independent t-test results revealed that the gender differences were found not in any major-related variable, but in three career-related variables, indicating the female students perceived their future career less vested than the male students. The path analysis results indicated that the adjusted SCCT model fitted to the data well and the relations among the variables were generally in the expected way with some exceptions. The highlighted implication is that removing systematic barriers and gender stereotype threats is as important as providing supports for gender equity in pursuing an engineering career.
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Ludwikowski, Wyndolyn M. A., Patrick I. Armstrong, and Daniel G. Lannin. "Explaining Gender Differences in Interests." Journal of Career Assessment 26, no. 2 (February 8, 2017): 240–57. http://dx.doi.org/10.1177/1069072717692743.
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This study integrated Holland’s themes within a modified social cognitive career theory (SCCT) model, exploring whether gender-related personality variables account for the relations between gender and vocational interests. Undergraduates ( N = 452) completed expressiveness, instrumentality, and realistic, investigative, artistic, social, enterprising, and conventional (RIASEC)-based measures of learning experiences, self-efficacy, and interests. Through structural equation modeling, the paths via expressiveness and instrumentality fully explained gender’s effect on artistic and conventional interests, respectively. The paths through instrumentality partially explained gender’s effect on investigative and enterprising interests, while gender’s effect on social interest was partially explained through expressiveness and instrumentality when considering the path without self-efficacy. The paths through expressiveness and instrumentality partially explained gender’s effect on realistic interests. Adding direct paths from learning experiences to interests improved model fit for realistic, artistic, and social models. These results demonstrate the utility of concurrently assessing the RIASEC and SCCT frameworks to delineate factors that influence gender differences in vocational interests.
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Sheu, Hung-Bin, and Jennifer J. Bordon. "SCCT Research in the International Context." Journal of Career Assessment 25, no. 1 (August 19, 2016): 58–74. http://dx.doi.org/10.1177/1069072716657826.
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Since its introduction in 1994, social cognitive career theory (SCCT) has attracted attention from researchers and practitioners in the United States and other countries. This article provides a review of selected research performed outside the United States regarding SCCT’s interest, choice, performance, and satisfaction models. Results of a database search identified 37 studies, which contained 41 independent samples from 21 countries and were published in the English language. The majority of these studies were conducted in Asian (e.g., China and Taiwan) and European (e.g., Portugal, Germany, and Italy) countries and tested the interest/choice and satisfaction models in adolescent and college student samples who were enrolled in courses or majors related to the field of science, technology, engineering, and mathematics (STEM; or Holland’s Investigative and Realistic themes). Existing international SCCT research offers robust evidence for the mediating role of self-efficacy, but less consistent support for that of outcome expectations, in the relations of proximal contextual factors to outcomes of interest, choice goals or goal progress, and academic or job satisfaction. Additionally, this review provides preliminary evidence for mastery experience and physiological state as two key sources of efficacy beliefs and for the effects of personality traits (e.g., positive affect and emotional stability) on academic or job satisfaction. Results of a recent meta-analysis are also summarized to offer an empirical synthesis of international SCCT research testing the choice model. Based on this review, directions for future international SCCT research are highlighted, and suggestions for career counseling are discussed.
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Nota, Laura, Salvatore Soresi, Lea Ferrari, and Maria Cristina Ginevra. "Vocational Designing and Career Counseling in Europe." European Psychologist 19, no. 4 (January 1, 2014): 248–59. http://dx.doi.org/10.1027/1016-9040/a000189.
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This article aims to illuminate new challenges in the field of vocational designing and career counseling in assisting persons planning for an uncertain and difficult future in the current economic climate in European and other Western nations. The first part of the paper starts with an analysis of the European socioeconomic context and provides a description of populations with significant career and life design needs: young people, older workers, migrants, temporary workers, women, people with disabilities, parents and children, employers. The second part of the paper focuses on an analysis of these challenges and suggests a revision of well-established vocational designing and career counseling assumptions in favor of a new form of awareness and new concepts. Social cognitive career theory (SCCT) and life design approaches are discussed as promising models to cope with the social, economic, and cultural challenges facing career counseling. Suggestions for interventions that could be implemented on a large scale, especially for at-risk populations and with preventive aims, are provided.
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Kao, Chia-Pin, Kuen-Yi Lin, Hui-Min Chien, and Yu-Tsang Chen. "ENHANCING VOLUNTEERS’ INTENTION TO ENGAGE IN CITIZEN SCIENCE: THE ROLES OF SELF-EFFICACY, SATISFACTION AND SCIENCE TRUST." Journal of Baltic Science Education 19, no. 2 (April 10, 2020): 234–46. http://dx.doi.org/10.33225/jbse/20.19.234.
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This research was carried out at the Science Volunteer Program 2018, which is run by Taiwan’s Ministry of Science and Technology. The purpose of the research was to understand the effects of self-efficacy, satisfaction, and science trust on science volunteers’ intention to continue volunteering. The research drew on the Social Cognitive Career Theory (SCCT) to test how social cognitive variables affect volunteers’ intention to continue engaging in events and with organizations. A total of 156 volunteers taking part in the program completed a questionnaire measuring Self-efficacy, Satisfaction, Trust, and Intention. A structural equation model (SEM) was developed, and the proposed effects on the variables were tested using SEM procedures. The results of the SEM analysis found that there were positive effects between (a) Self-efficacy and Satisfaction, (b) Self-efficacy and Intention, (c) Satisfaction and Intention, and (d) Trust and Intention. The discussion highlights implications for science volunteer managers who are not only in a position to increase volunteers’ behavioral intention to continue their engagement in volunteer work, but also to facilitate interventions to boost volunteering in Taiwan. Keywords: citizen science, science volunteers, social cognitive career theory, structural equation model
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Shen, Xueping, Xueying Gu, Huaruo Chen, and Ya Wen. "For the Future Sustainable Career Development of College Students: Exploring the Impact of Core Self-Evaluation and Career Calling on Career Decision-Making Difficulty." Sustainability 13, no. 12 (June 16, 2021): 6817. http://dx.doi.org/10.3390/su13126817.
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As one of the important factors to predict future sustainable development, the difficulty of career decision-making has aroused widespread concern in psychological research. Core self-evaluation and career calling have a positive impact on college students’ career development, employees’ organizational behavior, life satisfaction, and life meaning, thus promoting individual sustainable development. Based on the Social Cognitive Career Theory (SCCT), this study mainly discusses the positive role of core self-evaluation and career calling in overcoming college students’ career decision-making difficulties, which provides support for strengthening theory and proposing educational countermeasures. This study investigates the relationship among core self-evaluation, career calling, and career decision-making difficulties for 483 Chinese college students. The results show that core self-evaluation positively predicts career calling, while core self-evaluation and career calling negatively predict career decision-making difficulties. Accordingly, career calling plays a partial mediating role between core self-evaluation and career decision-making difficulties. Therefore, college students’ career calling can be enhanced by improving their core self-evaluation, so as to further solve the difficulties in career decision-making. In the future, effective strategies should be taken to reduce the career decision-making difficulty for students’ sustainable development.
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McKenzie, Sophie, Jo Coldwell-Neilson, and Stuart Palmer. "Understanding the career development and employability of information technology students." Journal of Applied Research in Higher Education 10, no. 4 (October 8, 2018): 456–68. http://dx.doi.org/10.1108/jarhe-03-2018-0033.
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PurposeThe purpose of this paper is to understand the career development and employability needs of undergraduate information technology (IT) students at an Australian University, and their relation to students’ career interest. While many factors and stakeholders contribute to student career development, this study focused specifically on the student experience. Social cognitive career theory (SCCT) is used as an approach to understand the students’ needs of career development and employability.Design/methodology/approachAn online survey was completed by 126 IT students to record information about students’ career development and employability background and needs.FindingsThe results demonstrate that SCCT helps understand the factors that impact on IT students’ career development, with their outcome expectations and self-efficacy informed by prior studies in IT and their need for access to “IT professionals” to contribute towards their career interest. In addition, IT students rely on academic achievement and experiential learning, rather than career resources, to guide their career development and employability.Research limitations/implicationsThe data collected in this study are limited to one discipline (IT) at one university, which necessarily limits the generalisability of the specific results.Practical implicationsCareer development is a complex, life-stage-dependant and discipline-specific process that varies for every decision maker. This research makes an important contribution in presenting the IT student experience and demonstrates how an appropriate career development model can help understand students’ needs. This outcome will help educators better support IT students to build the career interest.Originality/valueThis study explored the often-overlooked student experience of career development, providing valuable insight into IT students’ needs.
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Clopton, Aaron. "Where Does It Begin? Exploring Gender Differences in Student-Athletes’ Perceptions of Entering the Coaching Profession." Women in Sport and Physical Activity Journal 23, no. 1 (April 2015): 34–41. http://dx.doi.org/10.1123/wspaj.2014-0016.
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The current study sought to trace the origin of gender disparity in the coaching landscape from student-athletes’ perceptions, framed through Social Cognitive Career Theory. To examine the cognitive-person variables in line with previous coaching and SCCT research, scales were derived for perceived social supports and barriers, perceptions of positive and negative outcome expectations, and perceived self-efficacy in coaching. Student-athletes were randomly selected online from 23 institutions across three Bowl Championship Series conferences, while data were coded into a MANCOVA. Results indicated male student-athletes reported greater levels for perceived barriers to enter the coaching profession, perceptions of positive outcome expectations, and for coaching self-efficacy than did their female counterparts. These findings suggest that gender differences within the college coaching profession may be, in part, due to perceptions formed before entry.
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Avargil, Shirly, Zehavit Kohen, and Yehudit Judy Dori. "Trends and perceptions of choosing chemistry as a major and a career." Chemistry Education Research and Practice 21, no. 2 (2020): 668–84. http://dx.doi.org/10.1039/c9rp00158a.
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In many countries, the choice of a STEM career, especially in chemistry, is decreasing. A shortage of appropriately skilled workers can become a threat to any country's future achievements. Our research strives to understand behavioral trends and career choice factors related to personal and environmental themes. Building on the foundations of the Social Cognitive Career Theory, the research sheds light on prospective trends and retrospective perceptions of chemistry-related professionals in choosing chemistry in high school, as a career, and as a STEM occupation. To analyze the prospective trends in choosing chemistry, we used data curated by the Israel Central Bureau of Statistics on 545 778 high school graduates. For the retrospective perceptions of choosing a chemistry career, we investigated three research groups (N = 190): chemists and chemical engineers, chemistry teachers, and third year undergraduate chemistry students. We found that choosing chemistry as a major and profession decreases from high school to higher education. Women tend to choose chemistry more than men at high school and university levels, and minorities tend to choose it more in high school but less in higher education compared to non-minorities. Task-oriented self-efficacy was the factor which contributed the most to chemistry career choice in all three research groups. The theoretical contribution is the unique SCCT application through the integration of both the prospective views on the behavioral theme and the retrospective views on the personal and environmental themes. Furthermore, we present new chemistry-related factors within the personal theme of this theoretical framework that can extend the SCCT framework.
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Hatane, Saarce Elsye, and Felicia Jesslyn Setiono. "The Intervening Effect of Current Knowledge Enhancement on Attitude and Intention to Choose Accounting Career." Binus Business Review 10, no. 2 (July 31, 2019): 119–30. http://dx.doi.org/10.21512/bbr.v10i2.5689.
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The purpose of this research was to examine the influence of attitude in accounting students to the intention to choose an accounting career. It was through the intention to increase current knowledge as an intervening variable. This research used a survey online method to test the research model, which was responded by a total of 503 accounting students across Java. Data analysis and hypothesis testing used partial least square as part of the structural equation model technique. According to their ages, the respondents were famous as the millennial generation in this era. The results of this research are in accordance with the Theory of Planned Behavior (TPB). It is proven that attitudes have a positive and significant influence on the intentions of accounting students in terms of increasing current knowledge and choosing accounting careers. This research also supports the Social Cognitive Career Theory (SCCT). There is evidence that educational background and learning experience can increase the intention of accounting students to pursue careers in accounting. The existence of different generations leads to different perceptions of students regarding accounting careers. Therefore, further research is needed to identify these differences. The results also suggest that accounting educators need to update their curriculum by adapting the current development and demands of graduates. Last, the rapid development of technology has had a significant influence on the accounting profession.
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Roche, Meghan K., Plamena Daskalova, and Steven D. Brown. "Anticipated Multiple Role Management in Emerging Adults." Journal of Career Assessment 25, no. 1 (August 19, 2016): 121–34. http://dx.doi.org/10.1177/1069072716658654.
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Lent and Brown presented a social cognitive career theory (SCCT) self-management process model aimed at understanding how and under what conditions individuals will navigate adaptive career behaviors. The current study tested the self-management model as applied to young peoples’ anticipated multiple role balance intentions, hypothesizing that self-efficacy beliefs and outcome expectations for balancing multiple life roles would predict intentions to balance multiple life roles. Given that multiple role balancing behaviors require good self-organization capacities, trait conscientiousness was incorporated into the model as a potential person input variable. Gender was also included as a person input. The best fitting model suggested that, consistent with SCCT hypotheses, self-efficacy beliefs related to role balance intentions. Outcome expectation’s relationship to intentions was smaller and did not reach statistical significance. The relation of conscientiousness to intentions was fully mediated by self-efficacy. Gender showed only a direct relation to intentions, suggesting that women have stronger intentions to balance multiple roles than do men, apart from their feelings of confidence and expected outcomes. These results suggest that interventions designed to aid multiple role balance in young women and men may usefully target their self-efficacy beliefs and outcome expectations for multiple role management.
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Cardoso, Elizabeth da Silva, Alo Dutta, Chung-Yi Chiu, Ebonee T. Johnson, Madan Kundu, and Fong Chan. "Social-Cognitive Predictors of STEM Career Interests and Goal Persistence in College Students With Disabilities From Racial and Ethnic Minority Backgrounds." Rehabilitation Research, Policy, and Education 27, no. 4 (2013): 271–84. http://dx.doi.org/10.1891/2168-6653.27.4.271.
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Objective: To examine the relations of science, technology, engineering, and mathematics’s (STEM) self-efficacy, outcome expectations, interests, and contextual supports and barriers to STEM educational goals in college students with disabilities from racial and ethnic minority backgroundsDesign: Quantitative descriptive research design using hierarchical regression analysis (HRA)Participants: 115 underrepresented minority students with disabilities receiving services from the National Science Foundation (NSF) funded Minority-Disability (MIND) Alliance in STEM project at Hunter College, City University of New York and Southern University at Baton Rouge for the years 2008−2011.Outcome Measures: The Social-Cognitive STEM measuresResults: The HRA results indicated that gender, advanced placement (AP) classes, father’s educational level, academic milestone self-efficacy, and STEM interest were significant predictors of goal persistence in African American and Hispanic college students with disabilities. The final model accounted for 57% of the variance in STEM persistence, which is considered a large effect size.Conclusion: The research findings provide good support for the use of the social cognitive career theory (SCCT) framework to identify predictors of STEM persistence and to design academic retention services and career development interventions for college students who are underrepresented minorities with disabilities.
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Li, Huisi (Jessica), Kun Yu, Youhuang Huang, and Xiaotong Jin. "Not All Leaving Is Created Equal." Journal of Personnel Psychology 18, no. 1 (January 2019): 10–22. http://dx.doi.org/10.1027/1866-5888/a000216.
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Abstract. Drawing on social cognitive career theory (SCCT) and the focus–congruence approach, this study examines how organizational and occupational turnover is differently influenced by work-related factors. Using a sample of 2,353 teachers in rural China, results first showed that negative relationships between organization-focused predictors (i.e., leader support, colleague support, and physical resources for work) and organizational turnover intentions were significant. Similarly, the negative relationship between occupation-focused predictors (i.e., occupational satisfaction, salary satisfaction, and occupational choice motivations) and occupational turnover intentions was also significant. Moreover, occupation-focused predictors have a stronger relationship with occupational turnover intentions than organizational turnover intentions, and vice versa. Implications for research and practice are discussed.
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Eller, Lucille Sanzero, Elise L. Lev, and Lori L. Bakken. "Development and Testing of the Clinical Research Appraisal Inventory-Short Form." Journal of Nursing Measurement 22, no. 1 (2014): 106–19. http://dx.doi.org/10.1891/1061-3749.22.1.106.
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Background and Purpose: The National Academy of Sciences stressed the need for a doctorally prepared workforce and earlier entry into doctoral study in nursing and the behavioral, social, and basic sciences. Social Cognitive Career Theory (SCCT) suggests that self-efficacy for career related skills informs career choices. Thus, increasing clinical research self-efficacy early in students’ studies could increase their choice of a research career. To test interventions, a psychometrically sound measure of clinical research self-efficacy is needed. Methods: We examined the psychometrics of the Clinical Research Appraisal Inventory-Short Form (CRAI-SF) in undergraduate and first-year graduate students (N = 268). This scale is a modification of the Clinical Research Appraisal Inventory, which measures physician–scientists’ clinical research self-efficacy. Results: Content validity was supported by external review. Factor analysis revealed six factors explaining 75% of scale variance. Internal consistency of subscales and total scale ranged from .84 to .98. Differences in scores by gender (p = .016) and discipline of study (p = .000) supported construct validity. Conclusions: The CRAI-SF is a useful measure of undergraduate and first-year graduate students’ perceived clinical research self-efficacy.
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Lloyd-Walker, Beverley, Lynn Crawford, and Erica French. "Uncertainty as opportunity: the challenge of project based careers." International Journal of Managing Projects in Business 11, no. 4 (September 3, 2018): 886–900. http://dx.doi.org/10.1108/ijmpb-04-2017-0044.
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Purpose Current literature acknowledges the growth of careers in project management. The purpose of this paper is to provide a better understanding of the characteristics of those who choose and continue in project-based careers. Design/methodology/approach Using social cognitive career theory as the lens to explore project management career journeys, 74 project practitioners were interviewed from across three broad industry sectors. A qualitative research approach was utilized and Atlas.ti was used to analyze and categorize the interview data collected. Findings Those who choose to continue in project-based roles demonstrate high levels of self-efficacy and coping efficacy and see uncertainty as opportunity. They value challenge, flexibility and variety and take responsibility for their own career progression. Desire for employment security may vary according to personal circumstance. These findings are of value to employers in guiding selection and retention of people for project roles. Research limitations/implications This is a qualitative and exploratory study covering only three industry sectors and results are not generalizable. SCCT was found useful as a lens for understanding the nature of project-based careers. Practical implications Findings of this research provide valuable guidance for employers and HR practitioners in project-based organizations. For practitioners the study provides a useful framework for reflecting upon their own careers in projects. Social implications The nature of careers is changing. Project-based careers are indicative of this change. This study therefore provides insight into an evolving phenomenon. Originality/value This study expands our understanding of careers in projects, going beyond technical skill development to gain a deeper understanding of personal attributes that contribute to selection into and retention in project-based careers.
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Chasanah, Annisa Maulidya, and Rose Mini Agoes Salim. "Parental Support, Career Exploration, and Career Decision-Making Self-Efficacy in Junior High School Students." ANIMA Indonesian Psychological Journal 34, no. 4 (July 25, 2019): 211–21. http://dx.doi.org/10.24123/aipj.v34i4.2581.
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The implementation of Curriculum 2013 brought changes to students' admissions to high school/vocational level. Students are required to choose their course earlier, with or without trial time, which marks the importance of career planning and efficacy to decide their future career for students since junior-high. This study examined the role of career exploration behavior (CEB) as a mediator between career-related parental support (CRPS) and career decision-making self-efficacy (CDSE). Data were obtained from 140 junior-high school students on grade VIII and IX in the 2018/2019 school year in the year of 2018/2019. The regression analysis showed that CRPS has significantly influenced relations with CDSE, with CEB only has a small role in partially mediating their relationship (b = .44, t(137) = 6.31, p = .000; coefficient = .22, SE = 3.91%, CI = .14 - .29). The result is fit with the social cognitive career theory (SCCT). Other results obtained from the additional analysis, instrumental assistance (b = .20, t(134) = 3.1, p = .041), and verbal encouragement (b = .16, t(134) = 2.06, p = .041) were able to influence the CDSE directly, but emotional support indirectly (coefficient = .09, SE = 3.29%, CI = .03 - .16) influences CDSE through CEB as mediator. These results may be affected by Indonesian's collectivist culture, which able to play a role in adolescents' development and their capacity to make their career-choice independently.