Social-cognitive career theory variables as mediators for the relationship between deep learning and goal persistence in African American college students with disabilities

2019 ◽  
Vol 50 (2) ◽  
pp. 183-192 ◽  
Author(s):  
Alo Dutta ◽  
Madan Kundu ◽  
Fong Chan ◽  
Kanako Iwanaga ◽  
Jill Bezyak ◽  
...  
Keyword(s):  
African American ◽  
Deep Learning ◽  
Students With Disabilities ◽  
Social Cognitive Career Theory ◽  
Social Cognitive ◽  
African American College Students ◽  
Career Theory ◽  
College Students With Disabilities ◽  
The Relationship ◽  
Social Cognitive Career

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.

Assessing Learning Styles of African American College Students With Disabilities: A Factor-Analytic Approach

2020 ◽  
Vol 51 (1) ◽  
pp. 42-57
Author(s):  
Alo Dutta ◽  
Madan Kundu ◽  
Jia-Rung Wu ◽  
Kanako Iwanaga ◽  
Martha Chapin ◽  
...  
Keyword(s):  
College Students ◽  
Factor Analysis ◽  
African American ◽  
Deep Learning ◽  
Learning Styles ◽  
Students With Disabilities ◽  
Learning Style ◽  
African American College Students ◽  
College Students With Disabilities ◽  
Style Factor

The measurement structure of the Revised Two-Factor Study Process Questionnaire (R-SPQ-2F) was examined with a sample of African American college students with disabilities recruited from a Historically Black College and University (HBCU) in a Southern state. Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were used to evaluate and confirm the two-factor measurement structure of the R-SPQ-2F. The two learning style factors were labeled as (a) deep learning style and (b) surface learning style. The deep learning style factor was positively associated with goal persistence, whereas the surface learning style factor was not associated with goal persistence. These findings provide support for the construct validity of the R-SPQ-2F. The results indicate that the R-SPQ-2F is a psychometrically sound instrument that can be used to assess learning styles of African American college students with disabilities.

scholarly journals An Examination of the Applicability of Social Cognitive Career Theory for African American College Students

2016 ◽  
Vol 25 (1) ◽  
pp. 75-92 ◽  
Author(s):  
Josephine Dickinson ◽  
Matthew D. Abrams ◽  
David M. Tokar
Keyword(s):  
College Students ◽  
African American ◽  
Self Efficacy ◽  
Social Cognitive Career Theory ◽  
Social Cognitive ◽  
Outcome Expectations ◽  
African American College Students ◽  
Verbal Persuasion ◽  
Choice Goals ◽  
Social Cognitive Career

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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