Do mastery approach goals and research outcome expectations mediate the relationship between the research training environment and research interest? Test of a social cognitive model.

Este trabajo parte de una revisión general de la iniciativa empresarial de los jóvenes españoles para proponer un modelo sociocognitivo del comportamiento emprendedor y sus desencadenantes durante la etapa universitaria. En la validación de dicho modelo, se describen los resultados de un estudio de autoinforme llevado a cabo con una muestra representativa de 400 estudiantes de la Universidad de León. Los datos recabados fueron tratados estadísticamente a través de análisis factorial exploratorio y análisis multivariado de la varianza (MANOVA). Los resultados obtenidos permitieron identificar cinco componentes en el estudio de la conducta emprendedora de los encuestados, en términos de autoeficacia emprendedora, expectativas de resultados extrínsecos e intrínsecos, intereses emprende-dores y elección de carrera emprendedora. En general, los estudiantes de titulaciones Socio-Jurídicas y Técnicas tuvieron puntuaciones medias más altas en dichas dimensiones que sus iguales de otras ramas académicas. Las implicaciones de tales resultados para el diseño de programas académicos adaptados al EEES son discutidas.<br /><br /><br />This paper presents a general review of entrepreneurship in Spanish young people to propose a social cognitive model of entrepreneurial behaviour and its triggers in university contexts. To validate the model, we describe the results from a study carried out with a sample of 400 undergraduates at the University of León, in Spain. Data was analyzed by exploratory factor analysis and multivariate analysis of variance (MANOVA). Findings identified five components in the study of participants’ entrepreneurial behaviour, particularly, self-efficacy, extrinsic and intrinsic outcome expectations, entrepreneurial interests and career choice. In general, students within Social and Technical degrees displayed higher mean scores in those variables than undergraduates in other academic areas. Implications of these results for the design of academic programmes adapted to the EHEA are discussed

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The Role of Calling in a Social Cognitive Model of Well-Being

Journal of Career Assessment ◽

10.1177/1069072719825777 ◽

2019 ◽

Vol 28 (1) ◽

pp. 59-75

Author(s):

Hang-Shim Lee ◽

Eun Sul Lee ◽

Yun-Jeong Shin

Keyword(s):

Job Satisfaction ◽

Life Satisfaction ◽

Self Efficacy ◽

Social Cognitive ◽

Cognitive Model ◽

Outcome Expectations ◽

Well Being ◽

Efficacy Outcome ◽

Social Cognitive Model

The present study examined the role of calling in a social cognitive model of well-being using a sample of 328 South Korean teachers. The model incorporating calling into the social cognitive model of well-being demonstrated an excellent fit, and our variables accounted for significant variance in job satisfaction (47%) and life satisfaction (38%). Among the 12 direct paths of the proposed model, 10 hypothesized paths were significant. The direct paths from positive affect to calling, self-efficacy, job satisfaction, and life satisfaction; from calling to self-efficacy, outcome expectations, and life satisfaction; from self-efficacy to outcome expectations; from outcome expectations to job satisfaction; and from job satisfaction to life satisfaction were significant. Additionally, the mediating paths between positive affect and life satisfaction via calling, self-efficacy, outcome expectations, and job satisfaction were significant. The practical implications for enhancing teachers’ job and life satisfaction and future directions of research were discussed.

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In Search for the Adaptive Self: A Model of Adaptive Self-Concept

Roczniki Psychologiczne ◽

10.18290/rpsych20234-1 ◽

2021 ◽

Vol 23 (4) ◽

pp. 309-328

Author(s):

Tomasz Jankowski ◽

Wacław Bąk

Keyword(s):

Social Cognitive ◽

Cognitive Model ◽

The Self ◽

Self Concept ◽

Self Awareness ◽

Optimal Functioning ◽

Self Knowledge ◽

Social Cognitive Model ◽

The Relationship

The main aim of this article is to present a descriptive social-cognitive model of the adaptive self-concept (ASC) which integrates knowledge concerning the relationship between two aspects of the self—self-awareness and self-knowledge—and optimal functioning. We propose that adaptive self-awareness is moderately frequent, non-ruminative, focused on inner states, and motivated by curiosity. Adaptive self-knowledge is defined as accurate, complex, integrated and consisting of easily accessible self-beliefs, both abstract and concrete. The broader context for the ASC model is discussed, including its regulatory and interpersonal functions and factors which influence ASC development. The limitations of the model are discussed and suggestions are made for future investigations.

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Using Social Cognitive Career Theory to Create Affirmative Lesbian, Gay, and Bisexual Research Training Environments

The Counseling Psychologist ◽

10.1177/0011000098265003 ◽

1998 ◽

Vol 26 (5) ◽

pp. 735-753 ◽

Cited By ~ 24

Author(s):

Kathleen J. Bieschke ◽

Amy B. Eberz ◽

Christine C. Bard ◽

James M. Croteau

Keyword(s):

Social Cognitive Career Theory ◽

Social Cognitive ◽

Research Training ◽

Graduate Training ◽

Empirical Studies ◽

Outcome Expectations ◽

Training Environment ◽

Career Theory ◽

And Bisexual ◽

Social Cognitive Career

Historically, counseling psychologists have conducted relatively few empirical studies addressing lesbian, gay, and bisexual (LGB) issues. Methodological challenges, heterosexism, and homophobia present particular challenges to facilitating such research. Moreover, research suggests that graduate students receive little or no training about conducting LGB research The authors examine social cognitive career theory (Lent, Brown, & Hackeu, 1994) to generate recommendations for creating research training environments that are affirming of LGB issues. Based on this model, suggestions are offered to influence several aspects of the research training environment: distal and proximal environmental influences, individual variables, students' research self-efficacy beliefs, and students' research outcome expectations. It is hoped that these recommendations will help to improve graduate training programs and to advance empirical knowledge about LGB issues in psychology.

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