The impact of mentor–mentee rapport on nurses’ professional turnover intention: Perspectives of social capital theory and social cognitive career theory

2019 ◽  
Author(s):  
Thi Tuan Linh Pham ◽  
Ching‐I Teng ◽  
Daniel Friesner ◽  
Kai Li ◽  
Wan‐Er Wu ◽  
...  
Keyword(s):  
Social Capital ◽  
Turnover Intention ◽  
Social Cognitive Career Theory ◽  
Social Cognitive ◽  
Social Capital Theory ◽  
Career Theory ◽  
Capital Theory ◽  
The Impact ◽  
Social Cognitive Career

Predicting 4-Year Graduation: Using Social Cognitive Career Theory to Model the Impact of Prescriptive Advising, Unit Load, and Students’ Self-Efficacy

2018 ◽  
Vol 22 (4) ◽  
pp. 655-675
Author(s):  
San Bolkan ◽  
William C. Pedersen ◽  
Kaitlyn N. Stormes ◽  
Beth Manke
Keyword(s):  
Graduation Rates ◽  
Self Efficacy ◽  
Social Cognitive Career Theory ◽  
Social Cognitive ◽  
Outcome Expectations ◽  
Academic Goals ◽  
Career Theory ◽  
Prescriptive Advising ◽  
The Impact ◽  
Social Cognitive Career

In this study, we investigated how environmental, cognitive, and demographic variables influenced students’ ability to graduate from a 4-year university in 4 years. Specifically, we examined how behaviors related to social cognitive career theory (i.e., self-efficacy, outcome expectations, and academic goals) were influenced by contextual experiences related to prescriptive academic advising to ultimately predict students’ ability to graduate in 4 years. After holding students’ demographic characteristics constant, results from structural regression analyses indicated that prescriptive advising had a direct effect on students’ 4-year graduation rates. In addition, prescriptive advising had indirect effects on students’ 4-year graduation rates through its impact on students’ self-efficacy and the serial path involving students’ self-efficacy and their academic goals. Our results suggest that if institutions want to ensure they maximize 4-year graduation rates, helping students understand that it is possible to graduate in 4 years is critical.

Mentorship in the engineering professoriate: exploring the role of social cognitive career theory

2017 ◽  
Vol 6 (4) ◽  
pp. 302-316 ◽  
Author(s):  
Sylvia L. Mendez ◽  
Valerie Martin Conley ◽  
Rebecca S. Keith ◽  
Comas Haynes ◽  
Rosario Gerhardt
Keyword(s):  
Social Cognitive Career Theory ◽  
Social Cognitive ◽  
Career Progression ◽  
Underrepresented Minority ◽  
Continuous Training ◽  
Career Theory ◽  
Content Type ◽  
The Usa ◽  
The Impact ◽  
Social Cognitive Career

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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