Linking Socioeconomic Status to Social Cognitive Career Theory Factors

2011 ◽  
Vol 19 (4) ◽  
pp. 452-461 ◽  
Author(s):  
Jie-Tsuen Huang ◽  
Hui-Hsien Hsieh
Keyword(s):  
Socioeconomic Status ◽  
Social Cognitive Career Theory ◽  
Social Cognitive ◽  
Outcome Expectations ◽  
Career Decision ◽  
Future Research ◽  
Career Decision Making ◽  
Career Theory ◽  
The Relationship ◽  
Social Cognitive Career

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.

Career Decision-Making Self-Efficacy of South African High School Boys and Girls

2004 ◽  
Vol 94 (2) ◽  
pp. 694-696 ◽  
Author(s):  
Mark C. Eaton ◽  
Mark B. Watson ◽  
Cheryl D. Foxcroft ◽  
Wendy Patton
Keyword(s):  
High School ◽  
Decision Making ◽  
South African ◽  
Self Efficacy ◽  
Social Cognitive Career Theory ◽  
Social Cognitive ◽  
Career Decision ◽  
Career Decision Making ◽  
Career Theory ◽  
Social Cognitive Career

Social cognitive career theory suggests that males and females may not differ in career decision-making self-efficacy, but this statement requires extension of research to high school samples. The Career Decision-making Self-efficacy Scale–Short Form was administered to white South African high school students in Grades 9 to 11, of whom 368 were boys and 494 girls. No significant sex differences were found, suggesting that career interventions based on social cognitive career theory in high school need not be sex-specific in content.

scholarly journals A mixed methods exploratory study of the utility of social cognitive career theory for research into the careers of entrepreneurial Emirati women in Dubai

2021 ◽  
Vol 3 (1) ◽  
Author(s):  
Pamela Hawkswell ◽  
Peter McIlveen ◽  
Patricia N. Hoare
Keyword(s):  
Mixed Methods ◽  
Cultural Context ◽  
Social Cognitive Career Theory ◽  
Social Cognitive ◽  
Outcome Expectations ◽  
Future Research ◽  
Career Theory ◽  
Factors Affecting ◽  
Social Cognitive Career ◽  
Diverse Nations

Background: Social cognitive career theory (SCCT) is one of the leading theories within the literature of career development, but there is marginal evidence of its applicability within the diverse nations and cultures of the Middle East and Arab nations.Objectives: The research involved a mixed methods exploratory design with an aim to determine SCCT’s utility in the context of Dubai and with a specific focus on the careers of Emirati women.Method: Study 1 used interviews to explore contextual factors affecting women’s careers. Study 2 used a survey to measure core SCCT constructs, namely self-efficacy and outcome expectations, and their relations with work engagement.Results: The qualitative data from the interviews and quantitative data from the survey found salience in factors that were consistent with the tenets of SCCT.Conclusion: The findings provide evidence of SCCT’s potential utility in this cultural context; however, future research should extend into a broader and larger sample of workers in Dubai and the UAE.

scholarly journals The effectiveness of social cognitive career theory on career decision making

2020 ◽  
Vol 7 (2) ◽  
pp. 107-116
Author(s):  
Eny Kusumawati ◽  
Diana Dewi Wahyuningsih
Keyword(s):  
Decision Making ◽  
Social Cognitive Career Theory ◽  
Social Cognitive ◽  
Statistical Tests ◽  
Career Decision ◽  
Wilcoxon Test ◽  
Control Group ◽  
Career Decision Making ◽  
Career Theory ◽  
Social Cognitive Career

Students with high academic anxiety can cause a decrease in motivation to learn. This kind of situation will harm the learning achievement achieved by students. The purpose of this study was to examine the influence of social cognitive career theory on improving student career decision making. This study used a randomized experimental pretest-posttest control group design. A total of 16 students of VHS Boyolali were the subjects in this study. Selection of subjects using purposive sampling technique which is based on the criteria of low career decision-making ability, obtained from the score of career decision making scale. The data analysis technique used was the Wilcoxon test. The results of statistical tests show that there is an effect of social cognitive career theory on increasing student career decision making. The findings of this study prove that the social cognitive career theory is effective in improving student career decision making at VHS Boyolali.

scholarly journals Should I Stay, or Should I Go? Job satisfaction as a moderating factor between outcome expectations and entrepreneurial intention among academics

2021 ◽  
Author(s):  
Richard Blaese ◽  
Schneider Noemi ◽  
Liebig Brigitte
Keyword(s):  
Job Satisfaction ◽  
Social Cognitive Career Theory ◽  
Social Cognitive ◽  
Career Decisions ◽  
Outcome Expectations ◽  
Entrepreneurial Intention ◽  
Career Theory ◽  
Academic Researchers ◽  
Social Cognitive Career

AbstractBoth psychological and entrepreneurship research have highlighted the pivotal role of job satisfaction in the process of entrepreneurial career decisions. In support of this, mounting evidence point to inter-relationships between entrepreneurial intention, job satisfaction, and organizational commitment. Prior research operationalized entrepreneurial careers as an escape from poor work environments; thus, there is a lack of understanding regarding how job-satisfaction can trigger entrepreneurship within and related to the environment of universities. This study, draws on Social Cognitive Career Theory and the concept of entrepreneurial intention, to address whether the role of job satisfaction is a moderating factor between outcome expectations and entrepreneurial intention. Furthermore, we examine to what extent (I) entrepreneurial intention and (II) spin-off intention are determined by certain outcome expectations and perceived behavioral control. To address these questions this study examined academic researchers in specialized and non-technical fields and builds on a survey of 593 academic researchers at Swiss Universities of Applied Science. The results showed that outcome expectations are a significant predictor for entrepreneurial intentions, in general, and spin-off intentions, in particular. A multi-group analysis corroborated that job satisfaction operates as a motivational factor in entrepreneurial transition and interactions with entrepreneurial outcome expectations. In conclusion, the concept of job satisfaction and Social Cognitive Career Theory were powerful constructs to better the understand the process of entrepreneurial career decisions by academic researchers.

Utilizing the social cognitive career theory in understanding students' choice in selecting auditing as a career: evidence from Ghana

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Lexis Alexander Tetteh ◽  
Cletus Agyenim-Boateng ◽  
Amoako Kwarteng ◽  
Paul Muda ◽  
Prince Sunu
Keyword(s):  
Self Efficacy ◽  
Social Cognitive Career Theory ◽  
Social Cognitive ◽  
Outcome Expectations ◽  
Structured Interviews ◽  
Related Factors ◽  
Career Theory ◽  
Content Type ◽  
Selection Factors ◽  
Social Cognitive Career

PurposeThe study uses social cognitive career theory (SCCT) to explore the driving and restraining factors that students consider in selecting auditing as a career.Design/methodology/approachConsidering the aim of this study, a qualitative research was preferred with the objective of gathering in-depth and enriched empirical data; hence, semi-structured interviews were conducted with seventy-five fourth-year undergraduate accounting students of six top-ranked universities in Ghana that offer accounting programmes.FindingsThe findings of the current study unearth the constructs of the SCCT that students' decision to consider a career in audit is driven by outcome expectations (high earnings/monetary incentives and social prestige associated with the job), as well as self-efficacy belief (possession of ethical values). Further, the study finds that self-efficacy beliefs (job stress and accounting stereotype) were the factors restraining students from considering auditing as a career. The results finally show that the students who would choose auditing as a career in future are in one way or the other, preparing for the achievement of their goals.Research limitations/implicationsThe SCCT framework utilized focuses on the three main constructs: self-efficacy, outcome expectations and goals. There are a number of related factors that may influence students' career choice decisions. These may include personal characteristics and contextual influences; a change of the theoretical framework may help discover other important personal and contextual factors that this current study could not unearth.Practical implicationsThe study indicates, on the contrary, that students have negative perceptions about auditing as a career option; they consider the career as stressful, tedious and monotonous. These misconceptions make it less likely for a student to pursue auditing as a career. Educators can aid students in their decision to pursue a study in accounting and become auditors by displaying and reinforcing the positive outcomes that come with the position of an auditor.Originality/valueThe findings of this study add to the existing literature by delving deeper into the self-selection factors that influence a student's desire to become an auditor. Furthermore, the current research is exceptional in that it applies the SCCT to the aim of becoming an auditor. Although other research studies have looked into factors that may influence a student's decision to pursue a profession as an accountant, these studies have mostly been quantitative, limiting the students' ability to explain why those factors encourage or dissuade them.

Exploring Student Perceptions of Their Readiness for Project Work: Utilizing Social Cognitive Career Theory

2020 ◽  
Vol 51 (2) ◽  
pp. 154-164
Author(s):  
Ruben Burga ◽  
Joshua Leblanc ◽  
Davar Rezania
Keyword(s):  
Project Management ◽  
Emerging Adults ◽  
Student Perceptions ◽  
Social Cognitive Career Theory ◽  
Social Cognitive ◽  
Project Work ◽  
Future Research ◽  
Human Resource Managers ◽  
Career Theory ◽  
Social Cognitive Career

A changing labor market is leading to an increased prevalence in project work. In this study, we explore student perceptions of project work. We find that these emerging adults prefer leadership positions, are concerned with social values, and view project work as essential preparation for the workplace. Utilizing a social cognitive career theory lens, we find that the goals, interests, and self-efficacy beliefs of emerging adults align with the needs of project management, but there is a lack of technical knowledge on project processes. Framing the question from the viewpoint of students who will be entering the workforce at the end of their programs of study, we see that students embrace the concepts inherent in project work. The implication for human resource managers is that emerging adults believe that they can succeed in project work, but technical skills are needed to help them succeed in formal project management roles. We provide recommendations, discuss limitations, and suggest future research directions.

Social Cognitive Career Theory in a Diverse World

2016 ◽  
Vol 25 (1) ◽  
pp. 173-180 ◽  
Author(s):  
Steven D. Brown ◽  
Robert W. Lent
Keyword(s):  
Social Justice ◽  
Social Cognitive Career Theory ◽  
Social Cognitive ◽  
Vocational Psychology ◽  
Future Research ◽  
Special Issue ◽  
Career Theory ◽  
Diverse Range ◽  
Diverse World ◽  
Social Cognitive Career

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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