Testing Social Cognitive Career Theory in Colombian adolescent secondary students: a study in the field of mathematics and science

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.

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Exploring the Role of Work Volition Within Social Cognitive Career Theory

Journal of Career Assessment ◽

10.1177/1069072713498576 ◽

2013 ◽

Vol 22 (3) ◽

pp. 465-478 ◽

Cited By ~ 9

Author(s):

Ryan D. Duffy ◽

Elizabeth M. Bott ◽

Blake A. Allan ◽

Kelsey L. Autin

Keyword(s):

Social Cognitive Career Theory ◽

Social Cognitive ◽

Career Theory ◽

Work Volition ◽

Social Cognitive Career

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A longitudinal examination of adolescent career planning and exploration using a social cognitive career theory framework

Journal of Adolescence ◽

10.1016/j.adolescence.2009.12.010 ◽

2011 ◽

Vol 34 (1) ◽

pp. 163-172 ◽

Cited By ~ 83

Author(s):

Mary E. Rogers ◽

Peter A. Creed

Keyword(s):

Social Cognitive Career Theory ◽

Social Cognitive ◽

Career Planning ◽

Career Theory ◽

Longitudinal Examination ◽

Social Cognitive Career ◽

Theory Framework

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Expanding social cognitive career theory : academic satisfaction of female students of color in STEM

10.32469/10355/88141 ◽

2021 ◽

Author(s):

◽

Chan Jeong Park

Keyword(s):

Ethnic Differences ◽

Students Of Color ◽

Social Cognitive Career Theory ◽

Social Cognitive ◽

Female Students ◽

Career Theory ◽

Academic Satisfaction ◽

Three Samples ◽

Social Cognitive Career ◽

Racial Ethnic

Underrepresentation of women and students of color has been a longstanding issue in science, technology, engineering, and mathematics (STEM). Although the gender gap has narrowed in several STEM fields in recent years, female students, especially those of color, continue to face challenges in thriving in their chosen fields. The present study examined factors that contribute to these students' academic satisfaction, based on the satisfaction model of Social Cognitive Career Theory. Perceived discrimination and proactive personality were selected as an environmental obstacle and a person input in the model, respectively, as they were postulated to be especially relevant to these students. In addition, critical consciousness was included as an additional socio-cognitive variable. Data from 585 female college students of color (Mage = 21.42, SDage = 3.25; nBlack = 174, nLatina = 171, nAsian = 240) were collected through Qualtrics. Multigroup measurement invariance tests and multigroup sing were conducted to examine the racial/ethnic differences in constructs and their interrelationships. The findings showed that the three samples were equivalent at the scalar level and the proposed model fit the data from the three samples well. Significant racial/ethnic differences in several latent means and structural paths were observed. Theoretical, clinical, and institutional implications are discussed in light of the findings. Limitations and future research directions are also discussed.

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