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Journal articles on the topic 'Super's theory of career development'

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Published: 4 June 2021

Last updated: 15 February 2022

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1

Perosa, Sandra L., and Linda M. Perosa. "The Mid-Career Crisis in Relation to Super's Career and Erikson's Adult Development Theory." International Journal of Aging and Human Development 20, no. 1 (January 1985): 53–68. http://dx.doi.org/10.2190/yy3t-5vjf-1ewt-adk0.

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There is a need to integrate career development theory with adult development theory and a need to include females in the research. The purpose of this study was to investigate the mid-career crisis from the perspective of Erikson's and Super's theory, and to determine whether there are sex differences distinguishing mid-career changers. The sample consisted of 134 males and females who faced a mid-career crisis. They were categorized into three groups: changed, changing, and persisters representing different points on a decision-making continuum. All participants were given a structured interview, the Ego Identity Scale, the Tennessee Self Concept Scale, the Personality Research Form, and the Career Development Inventory. The results of the data analyses revealed that individuals who changed careers scored significantly higher on identity achievement and affiliation, and there was a significant positive correlation between identity achievement and self-concept. In terms of their vocational development, persisters were concerned with exploration tasks, whereas those who had changed careers described these tasks as declining in importance. In addition, five patterns of transition were identified. No sex differences emerged on the variables, indicating that career change as a pathway to identity achievement is similar for both sexes.

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2

Hughes, Cathy, and Trang Thomas. "Individualism and Collectivism: A Framework for Examining Career Programs through a Cultural Lens." Australian Journal of Career Development 14, no. 1 (April 2005): 41–50. http://dx.doi.org/10.1177/103841620501400107.

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Cultural diversity and the cultural context of adolescent career development are explored through the lens of the cultural syndromes of individualism and collectivism. The individualist cultural value orientation of some of the main theoretical perspectives that underpin career education and counselling practice in schools is highlighted. In particular; the self-concept and career maturity segments of Super's (1990) lifespan, lifespace theory, career interests, career decision making and the career counselling process are examined with reference to the cultural syndromes of individualism and collectivism. Also discussed is the potential inappropriateness of theoretical perspectives that reflect an individualist cultural value orientation for the career development of all students. Finally, Leong and Serafica's (2001) cultural accommodation approach to enhancing the cultural relevance of existing career theories and models is outlined. Some examples of strategies are presented that might fill cultural gaps, which may exist in career education and counselling practices in schools.

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3

김준희. "A Theory-based Mentoring Process Model for Career Success: Application of Super’s Career Development Theory." Korean Journal of Human Resource Development Quarterly 21, no. 2 (May 2019): 151–76. http://dx.doi.org/10.18211/kjhrdq.2019.21.2.006.

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4

Zhang, Jiahong, Mantak Yuen, and Gaowei Chen. "Teacher support for career development: an integrative review and research agenda." Career Development International 23, no. 2 (May 14, 2018): 122–44. http://dx.doi.org/10.1108/cdi-09-2016-0155.

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Purpose The purpose of this paper is to review identified key features of teacher support and its influence on students’ career decision making and development. It also examines the types of research approaches to data collection and analysis in order to provide a more in-depth evaluation of this field of study. Design/methodology/approach The review examined 18 studies, the majority being quantitative in design. Cross-sectional and longitudinal effects of teacher support were investigated, and differences in teacher support relative to grade level and gender were considered. Findings Results indicated that since 2000, there has been an increase in the number of empirical studies of teacher support in the career development field, the majority involving middle and high school students. The most commonly cited frameworks that underpin the studies are the social cognitive career theory, the career construction theory and Super’s career development theory. The most frequently used instrument for data collection was the teacher support scale (Metheny et al., 2008). Originality/value The review will be beneficial to researchers, teachers and policy makers seeking to optimize support systems for students’ career development. The findings contribute to further theory development and have practical implications for the career guidance field. Recommendations for future research and practice are suggested.

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Chen, Charles P., and Zimo Zhou. "LGBTQ+ youth: Careers threats and interventions." Australian Journal of Career Development 30, no. 1 (March 24, 2021): 15–23. http://dx.doi.org/10.1177/1038416220978977.

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In an era of rapid development, the world is showing greater openness towards diversity and inclusiveness. There is also an increasing amount of career-related research that has shed light on the LGBTQ+ population. Still, the literature reports many career issues that concern young LGBTQ+ individuals. The current article aimed to highlight the contributing issues that might impact young LGBTQ+ groups’ career development, mental health, and well-being – in particular, the issues of workplace hostility, the costs of self-identity disclosure, self-identity confusion, and inadequate career counselling and guidance services. These issues are discussed through the lens of three major career theories: Super’s life-span, life-space theory, Gottfredson’s circumscription and compromise theory, and Krumboltz’s social learning theory. The aim was to equip career counsellors with a better understanding of the challenges facing LGBTQ+ youth and to suggest potentially useful interventions.

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6

Giannantonio, Cristina M., and Amy E. Hurley-Hanson. "Applying Image Norms Across Super's Career Development Stages." Career Development Quarterly 54, no. 4 (June 2006): 318–30. http://dx.doi.org/10.1002/j.2161-0045.2006.tb00197.x.

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7

Stead, Graham B., and Mark B. Watson. "The Appropriateness of Super's Career Theory among Black South Africans." South African Journal of Psychology 28, no. 1 (March 1998): 40–43. http://dx.doi.org/10.1177/008124639802800107.

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The appropriateness of Super's career theory among black South Africans is discussed in terms of developmental stages, the self-concept, career maturity, and career decision-making. Suggestions are provided as to how these constructs may need to be re-evaluated and thus become more meaningful to career counsellors and researchers.

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8

Salomone, Paul R. "Tracing super's theory of vocational development: a 40-year retrospective." Journal of Career Development 22, no. 3 (March 1996): 167–84. http://dx.doi.org/10.1007/bf02274806.

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9

Salomone, Paul R. "Tracing Super's Theory of Vocational Development: a 40-Year Retrospective." Journal of Career Development 22, no. 3 (January 1996): 167–84. http://dx.doi.org/10.1177/089484539602200301.

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10

Boyle, Pam A. "The Second Act: Seeking Best Practices for Encore Worker Management." Gerontologist 60, no. 6 (July 10, 2019): e466-e476. http://dx.doi.org/10.1093/geront/gnz091.

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Abstract Background and Objectives The Baby Boomers are the largest generation in history, and as they reach the traditional retirement age of 65, many leave the workforce and seek encore jobs. This exodus of Boomers creates a knowledge gap that the Gen X and Millennial generations lack the numbers and often the experience to fill. As the knowledge gap increases, managers can recruit and hire encore workers to fill the gap and retain human capital. This article answers the question: What processes can managers implement to close knowledge gaps by hiring or retaining Boomers seeking encore jobs? Research Design and Methods This article examined the factors for filling knowledge gaps with encore workers and the necessary processes for hiring or retaining encore workers to attain organizational goals. A systematic review of 32 published articles and four dissertations was conducted using Super’s amended career development theory. A thematic analysis approach was used to examine the evidence. Results The findings led to the development of best practices to guide managers who want to hire encore workers to close the knowledge gap, and increase organizational knowledge capital. Discussion and Implications Baby Boomers are responsible for finding and sustaining encore worker positions, but managers can support Boomers through best practices including skills assessments, revised HR policies, reverse-mentoring programs, and training opportunities for managers and encore workers.

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11

House, Chloe J. C. "Integrating Barriers to Caucasian Lesbians' Career Development and Super's Life-Span, Life-Space Approach." Career Development Quarterly 52, no. 3 (March 2004): 246–55. http://dx.doi.org/10.1002/j.2161-0045.2004.tb00646.x.

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12

Prichard, Karen K., Beverly M. Brown, and Francis J. Kelly. "Reliability of a Multidimensional Locus of Control Construct for Older Adults Anticipating Transitions in Careers." Psychological Reports 59, no. 2 (October 1986): 1007–12. http://dx.doi.org/10.2466/pr0.1986.59.2.1007.

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Reid and Ware in 1974 provided data on college-age adults which suggested that Rotter's locus of control paradigm might be better represented as a multidimensional construct. Using a varimax rotation, Reid and Ware reported a three-factor solution was parsimonious and tended to support a multidimensional model. The three factors were labeled Self-control, Social Systems Control, and Fatalism. In light of Super's 1983 view that the first stage of planning a career includes a component of autonomy or locus of control, Reid and Ware's multidimensional scale might prove useful for older adults undergoing transition in their careers. Since Reid and Ware's college undergraduates represented those in early career development, the present study was conducted with older adult individuals contemplating changes in career to determine the efficacy of the three-factor solution. Only two items did not coincide with Reid and Ware's factor structure. Implications for the application of a multidimensional locus of control scale to career-planning were discussed.

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13

Nevill, Dorothy D. "The Development of Career Development Theory." Career Development Quarterly 45, no. 3 (March 1997): 288–92. http://dx.doi.org/10.1002/j.2161-0045.1997.tb00472.x.

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14

Blustein, David L., Michael S. Prezioso, and Donna Palladino Schultheiss. "Attachment Theory and Career Development." Counseling Psychologist 23, no. 3 (July 1995): 416–32. http://dx.doi.org/10.1177/0011000095233002.

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15

McMahon, Mary, and Wendy Patton. "Development of a Systems Theory of Career Development." Australian Journal of Career Development 4, no. 2 (July 1995): 15–20. http://dx.doi.org/10.1177/103841629500400207.

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Through consideration of the recent debate over the issue of convergence in career development theory and using their own research, the authors have developed a systems theory framework of career development. This paper locates the systems theory framework within the extant literature of both the fields of career development and counselling, and attempts to illustrate how a systems theory approach can address current criticisms of career development theory and add to and complement this literature. The influences and processes illustrated in the systems theory framework are also described.

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16

Burns, Edgar. "Southern Theory Perspective and Career Development." Australian Journal of Career Development 17, no. 2 (July 2008): 30–37. http://dx.doi.org/10.1177/103841620801700206.

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McMahon, Mary. "Career counseling: applying the systems theory framework of career development." Journal of Employment Counseling 42, no. 1 (March 2005): 29–38. http://dx.doi.org/10.1002/j.2161-1920.2005.tb00896.x.

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18

Hansen, Joida C. "Review of Career Development: Theory and Practice." Contemporary Psychology: A Journal of Reviews 38, no. 2 (February 1993): 217–18. http://dx.doi.org/10.1037/033085.

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McMahon, Mary. "the systems theory framework of career development." Journal of Employment Counseling 48, no. 4 (December 2011): 170–72. http://dx.doi.org/10.1002/j.2161-1920.2011.tb01106.x.

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20

McMahon, Mary, Mark Watson, and Wendy Patton. "The Systems Theory Framework of career development: Applications to career counselling and career assessment." Australian Journal of Career Development 24, no. 3 (September 8, 2015): 148–56. http://dx.doi.org/10.1177/1038416215572378.

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21

Wickramaratne, Widana Pathiranage Richard. "Sustainability in Career Development: The Impact of Career Development Culture and Career Support of Senior Management on Career Satisfaction." EMAJ: Emerging Markets Journal 10, no. 2 (April 27, 2021): 1–9. http://dx.doi.org/10.5195/emaj.2020.194.

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The study examined whether career development culture and career support of senior management impact employee career satisfaction. This study validated two new questionnaires: career development culture and career support of senior management. Based on the extended model of social cognitive career theory, the study proposed that these two variables positively impact on employee career satisfaction. Private sector employees (N=196) representing a range of manufacturing and service sector firms from the private sector in Sri Lanka participated in a survey. It is found that, career development culture and the career support of senior management positively impact on career satisfaction. The current findings provide implications to the extended model of social cognitive career theory by testing the hypothesized relationships with a cross sectional study. The current findings propose that an organization should develop a career development culture and the senior management should support employees’ career development in such a way that increases their career satisfaction. The study is subject to common method and common source bias, since this is a cross sectional study with a survey. Future research could be conducted with the representation of broader category of employees and industries, which promotes the generalizability of findings.

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Ali, Saba Rasheed, and Kristen A. Menke. "Rural Latino Youth Career Development: An Application of Social Cognitive Career Theory." Career Development Quarterly 62, no. 2 (June 2014): 175–86. http://dx.doi.org/10.1002/j.2161-0045.2014.00078.x.

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23

Meyers, Howard. "Theory and Practice." Australian Journal of Career Development 9, no. 1 (April 2000): 30–34. http://dx.doi.org/10.1177/103841620000900107.

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A holistic theory of career development is presented that places an emphasis on extrinsic and intrinsic characteristics. The four extrinsic characteristics — individual professional career development, economic/philosophical influences, industry/technology development and environmental philosophy — are matched to the traditional “big four” theories. By examining the confluence of the four axes presented in the model, counsellors can work with clients to answer important career issues.

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24

Ryan, Charles W. "Convergence in Career Development Theory: A Book Review." Journal of Employment Counseling 33, no. 2 (June 1996): 73–76. http://dx.doi.org/10.1002/j.2161-1920.1996.tb00437.x.

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25

Betz, Nancy E. "Self-Concept Theory in Career Development and Counseling." Career Development Quarterly 43, no. 1 (September 1994): 32–42. http://dx.doi.org/10.1002/j.2161-0045.1994.tb00844.x.

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26

Chen, Charles P. "Integrating Perspectives in Career Development Theory and Practice." Career Development Quarterly 51, no. 3 (March 2003): 203–16. http://dx.doi.org/10.1002/j.2161-0045.2003.tb00602.x.

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27

Armstrong, Lesley. "Book Review: Applying Career Development Theory to Counseling." Australian Journal of Career Development 3, no. 1 (March 1994): 44. http://dx.doi.org/10.1177/103841629400300117.

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McMahon, Mary. "The Systems Theory Framework of Career Development: History and future Directions." Australian Journal of Career Development 11, no. 3 (October 2002): 63–69. http://dx.doi.org/10.1177/103841620201100318.

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Since the 1980s, rapid changes in the world of work have challenged the capacity of career theory to provide adequate explanations of career and career development and the ability of traditional career practice to respond to the varied career development needs of clients in this new work environment It was against this complex and rapidly changing context that the Systems Theory Framework of career development (STF) was created. This article will review the history and development of the STF since its first publication as a contextual model in the inaugural edition of the Australian Journal of Career Development in November 1992.

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Lindley, Lori D. "Perceived Barriers to Career Development in the Context of Social Cognitive Career Theory." Journal of Career Assessment 13, no. 3 (August 2005): 271–87. http://dx.doi.org/10.1177/1069072705274953.

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Bakken, Lori L., Angela Byars-Winston, and Min-fen Wang. "Viewing Clinical Research Career Development Through the Lens of Social Cognitive Career Theory." Advances in Health Sciences Education 11, no. 1 (February 2006): 91–110. http://dx.doi.org/10.1007/s10459-005-3138-y.

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31

Matthews, Robert J. "A Theory for Everything? Is a Knowledge of Career Development Theory Necessary to Understand Career Decision Making?" European Scientific Journal, ESJ 13, no. 7 (March 31, 2017): 320. http://dx.doi.org/10.19044/esj.2017.v13n7p320.

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Career decisions are complex ones. Whether clients plan their career in a systematic way, carefully considering their options and making an informed choice or build their careers their own way seizing opportunities, taking chances and profiting from chance and serendipity, career guidance professionals need a least a cursory knowledge of career development theory to adequately understand these decisions. As practitioners, we do not work with homogenised groups, we work with individuals with varying levels of internal and external constraints on career choice. Career decisions are not always made in a considered and informed way. Evidence from Brimrose (2006) suggest that only 25% of the population use a strategic or rational approach to career decision making. In fact, Gladwell (2005) suggests intuitive decision making may be more effective. As Mitchell (2003) attests careers are seldom planned but are often developed by being aware of and acting on the landmarks that appear on the way (Mitchell, 2003, p.4). This dichotomy has led to certain amount of ambivalence to career theory from practitioners. Kidd, et al, (1994) found that practitioners were virtually unanimous in their dismissal of the value of theories of guidanceit was frequently described as airy-fairy or wooly (Kidd, et al, 1994, p.391). Closs (2001) argues that practitioners should focus on meeting the needs of clients and not concern themselves with theory. While development theory can attempt to explain the past experiences, quantifying chance and clients ability to profit from it, is more difficult. However, an understanding of career development theory can help us adapt our professional practice to individual need.

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Vande Griek, Olivia H., Muriel G. Clauson, and Lillian T. Eby. "Organizational Career Growth and Proactivity: A Typology for Individual Career Development." Journal of Career Development 47, no. 3 (April 16, 2018): 344–57. http://dx.doi.org/10.1177/0894845318771216.

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The current article integrates research on proactive personality, career theory, and perceived organizational career growth opportunities to propose a typology describing four career scenarios that may occur for individuals based on their level of proactivity (high or low) and perceived organizational career growth (high or low). We present turnover intention and performance as career-related outcomes that characterize these scenarios, ultimately arguing that proactive personality likely moderates the positive effects of organizational career growth opportunities on individual career outcomes, such that the benefits of organizational career growth are likely to be most beneficial for highly proactive individuals. Using an interactionist perspective and social cognitive career theory as foundations, this conceptual article illustrates how the benefit of organizational career growth opportunities for individual career development may depend on the individual characteristics of employees.

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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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K Krishnan, Sandeep. "Contemporary Thoughts in Theory and Practice on Career Development." NHRD Network Journal 7, no. 1 (January 2014): 8–13. http://dx.doi.org/10.1177/0974173920140102.

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35

Pryor, Robert G. L. "Towards a Composite Theory of Career Development and Choice." British Journal of Guidance & Counselling 13, no. 3 (September 1985): 225–37. http://dx.doi.org/10.1080/03069888508253483.

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Rice, Alexander. "Incorporation of Chance Into Career Development Theory and Research." Journal of Career Development 41, no. 5 (October 16, 2013): 445–63. http://dx.doi.org/10.1177/0894845313507750.

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Dalton, Linda C. "Theory and Practice, Practice and Theory: Reflections on a Planner's Career." Journal of the American Planning Association 81, no. 4 (October 2, 2015): 303–9. http://dx.doi.org/10.1080/01944363.2015.1095648.

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38

Hughes, Cathy, and Trang Thomas. "The Family's Influence on Adolescent and Young Adult Career Development: Theory, Research and Practice." Australian Journal of Career Development 12, no. 2 (July 2003): 38–46. http://dx.doi.org/10.1177/103841620301200206.

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A large volume of research has been stimulated by theories that acknowledge the influence of family characteristics on career development. Family background and family processes are two dimensions on which the family influences career development. This paper discusses the influence of family processes on adolescent and young adult career development. Two career development theories that acknowledge the influence of family process factors on career development are described, followed by a review of studies that have investigated relationships between a broad range of family process variables and various aspects of adolescent-young adult career development. Finally, a range of career counselling and career education interventions to assist career counsellors and career education professionals to integrate theory, research and practice are described and critiqued.

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McMahon, Mary, and Wendy Patton. "Systemic thinking in career development theory: contributions of the Systems Theory Framework." British Journal of Guidance & Counselling 46, no. 2 (January 21, 2018): 229–40. http://dx.doi.org/10.1080/03069885.2018.1428941.

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Bridgstock, Ruth. "Development of a Brief Measure of Career Development Influences Based on the Systems Theory Framework." Australian Journal of Career Development 16, no. 3 (October 2007): 19–30. http://dx.doi.org/10.1177/103841620701600305.

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This paper documents the initial development and validation of a brief quantitative measure of career development influences based on the Systems Theory Framework (STF) of career development (McMahon & Patton, 1995; Patton & McMahon, 1997, 1999, 2006). Initial exploratory factor analyses of pilot study data revealed a six-factor structure based on 20 of the 28 influences. A subsequent confirmatory factor analysis procedure using structural equation model (SEM) revealed a fundamentally stable factor structure across the two different populations tested, although some further modifications were made to the scale. The final 19-item scale identified five correlated factors, of which three were within the framework's individual system, one was within the social system, and one was within the environmental-societal system. In the final section of the paper, the theoretical implications of this factorial structure and the importance of the influence of world of work knowledge factor are addressed. The utility of the career development influences scale as a brief measure to contextualise more targeted measures in large-scale quantitative career development studies is discussed.

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Hashish, Ebtsam Aly Abou. "The effect of career awareness on perceived career and talent development self-efficacy and career barriers among nursing students." Journal of Research in Nursing 24, no. 3-4 (March 13, 2019): 233–47. http://dx.doi.org/10.1177/1744987118807259.

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Background Providing effective methods of raising career awareness for nursing students could affect their career self-efficacy and enable them to overcome the potential career barriers. Aims The aim of this study was two-fold: (a) to investigate the effect of career-awareness sessions on perceived career and talent development self-efficacy and career barriers among nursing students; and (b) to determine the relationship between career and talent development self-efficacy and career barriers. Methods A quasi-experimental research study with one-group, pre-test post-test design was conducted using a convenience sample of nursing students ( N = 245) who enrolled in the second year at the Technical Nursing Institute, Alexandria University, Egypt. Career Awareness Sessions (CASs) were introduced to nursing students as the study intervention. The Career and Talent Development Self-Efficacy Scale and the Career Barriers Inventory were used to measure study variables for pre- and post-awareness sessions. Results CASs had a significant effect on study variables, where the career and talent development self-efficacy score of nursing students significantly increased after sessions. Also, the career barriers score significantly decreased after sessions ( p < 0.001). A significant negative correlation between perceived career and talent development self-efficacy and career barriers was found ( p < 0.001). Conclusions Nursing curricula should prepare nursing students by offering continuous educational opportunities to assist them in enhancing their talent development self-efficacy needed for their professional roles and to overcome their potential career barriers.

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42

Armstrong, Lesley E. "Organisational Career Development Programs and Practices." Australian Journal of Career Development 1, no. 1 (November 1992): 29–33. http://dx.doi.org/10.1177/103841629200100109.

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Employee career development programs are identified as a recently emerging human resource management process in Australia. A body of career theory predominantly from the United States informs the field but research indicates a gap between theory, organisational rhetoric and practice. An overview of career development practices in selected Australian organisations points to the recency of such programs. The research identifies a number of key factors related to successful program implementation and reveals the significant diversity of career planning and career management activities being undertaken across a wide spectrum of organisations. This article focuses on the history of organisational career development programs and investigates the current state of practice in selected Australian organisations. The range of activities that can be categorised as career planning and career management initiatives is described, and factors related to successful program implementation are suggested. People involved in planning and managing careers in organisations should clarify their expectations of career development practices and recognise the benefits for both individuals and organisations in the context of increasing economic uncertainty and continuing social change.

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Johnson, Richard M. "A Career between Theory and Practice." Journal of Marketing Research 42, no. 3 (August 2005): 243–49. http://dx.doi.org/10.1509/jmkr.2005.42.3.243.

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The author describes his career in marketing research, which involves a series of nonacademic positions. He argues that the commercial market research environment provides challenges that motivate methodological innovation, and he discusses the development of adaptive conjoint analysis in response to client problems. He suggests that young people should keep their options open, avoid early specialization, and follow their interests.

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Hughes, Claretha, and Yuanlu Niu. "Responding to Career Development Uncertainties and Successfully Navigating Career Journeys." Advances in Developing Human Resources 23, no. 3 (June 16, 2021): 267–72. http://dx.doi.org/10.1177/15234223211017852.

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The Problem The COVID-19 pandemic has forced employees and organizational leaders to consider the reality of its impact on career goals. Individuals have been forced to reconsider or readjust their career goals as being achievable, deferred, or even eliminated. Organizational leaders or those in strategic positions have been forced to consider how individual career goals could impact the organization’s capacity to survive. The Solution Career development theories are useful for examining the role of human resource development professionals in helping employees achieve career goals as they attempt to adjust to the COVID-19 pandemic. Re-emphasizing career development as a core component of HRD highlights the significance of career development theories in adjusting to pandemics and crises that impact individual career goals and organizational strategic goals and opportunities. The Stakeholders HRD researchers, scholar/practitioners, professionals, and others who research and practice career development and use career development theory.

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45

Coverdale, Gill. "Commentary: The effect of career awareness on perceived career and talent development, self-efficacy and career barriers among nursing students." Journal of Research in Nursing 24, no. 3-4 (March 13, 2019): 248–49. http://dx.doi.org/10.1177/1744987118807268.

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46

Flores, Lisa Y., and Karen M. O'Brien. "The career development of Mexican American adolescent women: A test of social cognitive career theory." Journal of Counseling Psychology 49, no. 1 (2002): 14–27. http://dx.doi.org/10.1037/0022-0167.49.1.14.

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47

McMahon, Mary, Wendy Patton, and Mark Watson. "Creating Career Stories through Reflection: An Application of the Systems Theory Framework of Career Development." Australian Journal of Career Development 13, no. 3 (October 2004): 13–17. http://dx.doi.org/10.1177/103841620401300304.

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Yingying, Ye, Ni Shuqu, Jiang Rui, and Xu Dan. "Career Development of Psychological Counsellors —Based on the Grounded Theory." Theory and Practice of Psychological Counseling 2, no. 3 (2020): 109–24. http://dx.doi.org/10.35534/tppc.0203009.

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Tinsley, Howard E. A. "Re-Examining Roe's Theory of Personality Development and Career Choice." Journal of Vocational Behavior 51, no. 2 (October 1997): 280–82. http://dx.doi.org/10.1006/jvbe.1997.1615.

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Watson, Mark, and Mary McMahon. "Children's Career Development: Metaphorical Images of Theory, Research, and Practice." Career Development Quarterly 57, no. 1 (September 2008): 75–83. http://dx.doi.org/10.1002/j.2161-0045.2008.tb00167.x.

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