Influence of social cognitive and gender variables on technological academic interest among Spanish high-school students: testing social cognitive career theory

2015 ◽  
Vol 16 (3) ◽  
pp. 305-325 ◽  
Author(s):  
Carmen Rodríguez ◽  
Mercedes Inda ◽  
Carmen Mª Fernández
Keyword(s):  
High School ◽  
High School Students ◽  
Social Cognitive Career Theory ◽  
Social Cognitive ◽  
School Students ◽  
Career Theory ◽  
Academic Interest ◽  
And Gender ◽  
Social Cognitive Career

scholarly journals Memprediksi Minat Karier dan Pilihan Aspirasi Terhadap Pertimbangan Pilihan Karier Berdasarkan Social Cognitive Career Theory (SCCT)

2018 ◽  
Vol 3 (2) ◽  
pp. 48-56
Author(s):  
Ishlakhatus Sa’idah
Keyword(s):  
High School Students ◽  
Self Efficacy ◽  
Social Cognitive Career Theory ◽  
Social Cognitive ◽  
Cross Cultural ◽  
School Students ◽  
Career Theory ◽  
Social Barriers ◽  
Cultural Validity ◽  
Social Cognitive Career

This research aims to predict the model interest Social Cognitive career Theory (SCCT) through a testrun to 600 high school students in Gresik Regency. Subject completed measures of self-efficacy incareer, expectations of a result, interests, support and social barriers, and considerations in thechoice of six types of RIASEC Holland (1997). Model options integrated interest meets the data wellin all types of Holland and generally supports the hypothesis that self-efficacy and outcomeexpectations are similarly predict the interest, and that interest in self-efficacy mediate therelationships and expectations the results for the consideration of the options. Contrary to SCCT,support and social barriers related considerations the option indirectly i.e. via self-efficacy. Theimplications of these findings for further research is the importance of cross-cultural validity ofconsideration on the SCCT

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.

Barriers to the Successful Mentoring of Faculty of Color

2021 ◽  
pp. 089484532110133
Author(s):  
Tangier M. Davis ◽  
Martinque K. Jones ◽  
Isis H. Settles ◽  
Paulette Granberry Russell
Keyword(s):  
Predominantly White ◽  
Social Cognitive Career Theory ◽  
Social Cognitive ◽  
Faculty Of Color ◽  
Tenure Track ◽  
Career Theory ◽  
Race Ethnicity ◽  
And Gender ◽  
Ethnicity And Gender ◽  
Social Cognitive Career

Mentoring is important for career success and has been suggested to promote the advancement of faculty of color (FOC). However, some mentoring experiences may be negative and impede faculty’s success. Building upon social cognitive career theory (SCCT), the current study examines whether FOC perceive challenges around receiving mentoring and applies an intersectional lens to assess whether these challenges vary by race/ethnicity and gender. We interviewed 118 tenure-track FOC from a predominantly White, research-intensive institution. We found that FOC experienced four mentoring challenges: negative mentoring experiences, difficulty finding mentors, insufficient institutional support for formal mentoring, and lack of post-tenure mentorship among tenured faculty. We also found that Black and Latinx women were most likely to describe barriers to mentoring whereas Asian and Black men reported the fewest. We discuss the implications of our findings within the framework of SCCT, along with potential interventions that may increase positive mentoring experiences for FOC.

scholarly journals Evaluación de un modelo social-cognitivo de la elección de la carrera desde la tipología de Holland en estudiantes de la escuela secundaria/Testing social cognitive career choice model across Holland types in high school students

2018 ◽  
Vol 28 (3) ◽  
pp. 8 ◽  
Author(s):  
Marcos Cupani ◽  
Ana Estefanía Azpilicueta ◽  
Victoria Sialle
Keyword(s):  
High School ◽  
High School Students ◽  
Career Choice ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Choice Model ◽  
Efficacy Beliefs ◽  
School Students ◽  
Holland Types ◽  
Social Cognitive Career

RESUMENLa teoría social cognitiva de la carrera (SCCT; Lent, Brown & Hackett, 1994) se formuló originalmente con la finalidad de integrar diferentes modelos y constructos para lograr una comprensión más profunda de los mecanismos que regulan el desarrollo de los intereses vocacionales, la elección de la carrera y el rendimiento académico (Lent, et al., 1994, 2000). En la presente investigación se evalúa un modelo de intención de elección de carrera derivado de la SCCT. La muestra estuvo conformada por alumnos argentinos de la Escuela Secundaria, quienes respondieron a una serie de medidas sobre: fuentes de autoeficacia, creencias de autoeficacia, intereses e intención de elección de carrera. Estas medidas fueron analizadas en cada una de las seis tipologías planteadas por la teoría RIASEC (Realista, Investigador, Artista, Social, Emprendedor y Convencional) de Holland (1997). Los resultados indicaron un apoyo general a las hipótesis de la SCCT, las cuales proponen una influencia de las fuentes de autoeficacia sobre el origen de las creencias de autoeficacia y cómo estas, junto con los intereses, determinan las intenciones de elección de carrera, aunque no de forma homogénea en todas las tipologías planteadas por Holland. Se discuten los resultados para cada una de las tipologías y se consideran las limitaciones e implicaciones de estos hallazgos para futuras investigaciones.ABSTRACTSocial cognitive career theory (SCCT; Lent, Brown & Hackett, 1994) was originally formulated in order to integrate different models and constructs, to achieve a deeper understanding of the mechanisms that regulate the development of vocational interests, career choice and academic performance (Lent, et al., 1994, 2000). In this research, several hypotheses emanating from SCCT were tested. The sample was composed by Argentine high school students, who completed a series of measures, such as: sources of self-efficacy, self-efficacy beliefs, interests and intentions of career choice. These measures were analyzed in each of the six types raised in the RIASEC model (Realistic, Investigative, Artistic, Social, Enterprising and Conventional) of Holland. The results indicate general support for the hypothesis of SCCT, which suggest an influence of the sources of self-efficacy on the origin of self-efficacy beliefs and how they, together with interest, determine the intentions of career choice, but not evenly in all types raised by Holland. We consider the limitations and implications of these findings for further research.

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