Recognition of entrepreneurial opportunity using a socio-cognitive approach

2020 ◽  
Vol 38 (8) ◽  
pp. 718-745
Author(s):  
Carmen Camelo-Ordaz ◽  
Juan Pablo Diánez-González ◽  
Noelia Franco-Leal ◽  
José Ruiz-Navarro
Keyword(s):  
Self Efficacy ◽  
Social Cognitive ◽  
Adult Population ◽  
Outcome Expectations ◽  
Integrative Model ◽  
Cognitive Approach ◽  
Entrepreneurial Opportunity ◽  
Fraser Institute ◽  
Normative Dimension ◽  
The Relationship

Drawing on social cognitive career theory and institutional theory, we develop a multilevel and integrative model to examine the influence of entrepreneurial cognition factors (entrepreneurial self-efficacy and outcome expectations) on entrepreneurial opportunity recognition (EOR). We also consider the moderating effect of contextual factors (normative and regulatory dimensions) on the relationship between entrepreneurial factors and EOR. We use the information provided by both the Adult Population Survey of Global Entrepreneurship Monitor project (2006–2016) and the Economic Freedom of the World 2018 Annual Report of the Fraser Institute. After combining both sources, we applied a multilevel analysis to a sample of 293,126 entrepreneurs from 97 countries. We found that self-efficacy and outcome expectations positively influence EOR. The regulatory and normative dimension positively moderates the relationship between self-efficacy and EOR, but the effects of outcome expectations on EOR are not reinforced by any institutional factors.

Adolescent–Parent Career Congruence as a Predictor of Job Search Preparatory Behaviors: The Role of Proactivity

2021 ◽  
pp. 089484532199254
Author(s):  
Dian Ratna Sawitri ◽  
Peter A. Creed
Keyword(s):  
Job Search ◽  
Self Efficacy ◽  
Social Cognitive Career Theory ◽  
Social Cognitive ◽  
Educational Achievement ◽  
Outcome Expectations ◽  
Adolescent Parent ◽  
The Relationship ◽  
Social Cognitive Career

Based on social cognitive career theory, we examined the mediating roles of job search self-efficacy and outcome expectations in the relationship between adolescent–parent career congruence and job search preparatory behaviors and investigated the influence of proactivity as a moderator in these direct and indirect relationships. Participants were 236 Grade 10 and 11 Indonesian students (mean age 16 years, 67% male), who were attending a vocational education school and would not be progressing to post–high school study. After controlling for educational achievement, we found congruence to be associated with self-efficacy (24% of variance explained), outcome expectations (23%), and job search preparatory behaviors (46%). Self-efficacy, but not outcome expectations, was related to more preparatory behaviors, and self-efficacy fully mediated between congruence and preparatory behaviors. Proactivity moderated the direct relationships between congruence and self-efficacy and outcome expectations, but not preparatory behaviors, and did not moderate any of the indirect relationships.

Social Cognitive Theory and Motivation

2019 ◽  
pp. 9-26 ◽  
Author(s):  
Dale H. Schunk ◽  
Ellen L. Usher
Keyword(s):  
Social Cognitive Theory ◽  
Self Efficacy ◽  
Goal Attainment ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Outcome Expectations ◽  
Social Comparisons ◽  
Future Research ◽  
Regulatory Processes ◽  
Social Environmental

Social cognitive theory is a theory of human behavior that emphasizes learning from the social environment. This chapter focuses on Bandura’s social cognitive theory, which postulates reciprocal interactions among personal, behavioral, and social/environmental factors. Persons use various vicarious, symbolic, and self-regulatory processes as they strive to develop a sense of agency in their lives. Key motivational processes are goals and self-evaluations of progress, outcome expectations, values, social comparisons, and self-efficacy. People set goals and evaluate their goal progress. The perception of progress sustains self-efficacy and motivation. Individuals act in accordance with their values and strive for outcomes they desire. Social comparisons with others provide further information on their learning and goal attainment. Self-efficacy is a critical influence on motivation and affects task choices, effort, persistence, and achievement. Recommendations are made for future research.

Looking at Our STEM Teacher Workforce: How to Model Self-Efficacy

2020 ◽  
pp. 089124242097375
Author(s):  
Brandon Ofem ◽  
Samuel J. Polizzi ◽  
Gregory T. Rushton ◽  
Michael Beeth ◽  
Brock Couch ◽  
...  
Keyword(s):  
Self Efficacy ◽  
Social Cognitive ◽  
Teaching Experience ◽  
The United States ◽  
High Turnover ◽  
Cognitive Approach ◽  
Gender And Age ◽  
Teacher Workforce ◽  
And Mathematics ◽  
Stem Teacher

There is currently a severe shortage of teachers in the U.S. workforce. The problem is especially acute among science, technology, engineering, and mathematics (STEM) teachers and exacerbated by high turnover among new teachers—those with less than 5 years of teaching experience. In this article, the authors investigate one piece of the puzzle. The authors model a social cognitive approach to understanding self-efficacy, a key precursor to job performance and retention. Their interactionist approach accounts for both demographic (i.e., gender and age) and relational variables (i.e., social networks). The authors test their ideas on a sample of 159 STEM teachers across five geographic regions in the United States. Their analysis reveals patterned differences in self-efficacy across gender that are contingent on the communities of practice in which the teachers are embedded. Together, their theory and findings highlight the value of taking a holistic, interactionist view in explaining STEM teacher self-efficacy.

The Sources and Maintenance of Professional Golfers’ Self-Efficacy Beliefs

2013 ◽  
Vol 27 (2) ◽  
pp. 130-142 ◽  
Author(s):  
Gio Valiante ◽  
David B. Morris
Keyword(s):  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Outcome Expectations ◽  
Efficacy Beliefs ◽  
Emotional States ◽  
Thought Patterns ◽  
Mastery Experiences ◽  
Professional Golfers ◽  
Over Time

The purpose of this study was to explore the self-efficacy beliefs of male professional golfers (N = 12). Three themes emerged from the qualitative analysis of interview responses. First, enactive mastery experiences were the most powerful source of self-efficacy. Second, golfers maintained high self-efficacy over time by recalling prior success, strategically framing experiences, and enlisting supportive verbal persuasions from themselves and from others. Finally, self-efficacy influenced professional golfers’ thought patterns, outcome expectations, and emotional states. Findings support and refine the theoretical tenets of Bandura’s social cognitive theory.

Sociopolitical Development and Healthcare Career Interest, Self-Efficacy, and Outcome Expectations Among Rural Youth

2021 ◽  
pp. 001100002110074
Author(s):  
Saba Rasheed Ali ◽  
Yunkyoung Loh Garrison ◽  
Ziomara M. Cervantes ◽  
Devon A. Dawson
Keyword(s):  
Rural Areas ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Outcome Expectations ◽  
Total Sample ◽  
Sociopolitical Development ◽  
Youth Of Color ◽  
Eighth Grade Students ◽  
Indirect Path ◽  
Indirect Relationship

The purpose of this preliminary study was to examine the indirect effects of social cognitive career variables (healthcare career [HC] self-efficacy and outcome expectations) in the relationship between youth sociopolitical development (SPD) and HC interests. Bootstrapping analysis was conducted using samples of eighth grade students ( N = 139) attending schools in rural areas in communities that consist predominantly of Immigrants of Color. Preliminary findings for the total sample suggested an indirect path between SPD and HC interests through HC self-efficacy, whereas the indirect path through HC outcome expectations was not significant. The model for immigrant Youth of Color participants suggested a direct relationship between SPD and HC interest, whereas an indirect relationship between SPD and HC interests was found for White participants. Based on the results of this preliminary analysis, implications for career programming and research pertaining to rural immigrant communities are discussed.

Social Cognitive Theory and Motivation

2012 ◽  
pp. 12-27 ◽  
Author(s):  
Dale H. Schunk ◽  
Ellen L. Usher
Keyword(s):  
Social Cognitive Theory ◽  
Psychological Functioning ◽  
Self Efficacy ◽  
Goal Attainment ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Outcome Expectations ◽  
Social Comparisons ◽  
Future Research ◽  
Regulatory Processes

Social cognitive theory is a theory of psychological functioning that emphasizes learning from the social environment. This chapter focuses on Bandura's social cognitive theory, which postulates reciprocal interactions among personal, behavioral, and social/environmental factors. Persons use various vicarious, symbolic, and self-regulatory processes as they strive to develop a sense of agency in their lives. Key motivational processes are goals and self-evaluations of progress, outcome expectations, values, social comparisons, and self-efficacy. People set goals and evaluate their goal progress. The perception of progress sustains self-efficacy and motivation. Individuals act in accordance with their values and strive for outcomes they desire. Social comparisons with others provide further information on their learning and goal attainment. Self-efficacy is an especially critical influence on motivation and affects task choices, effort, persistence, and achievement. Suggestions are given for future research directions.

Reported Problems and Adherence in Using Asthma Medications Among Adolescents and Their Caregivers

2018 ◽  
Vol 52 (9) ◽  
pp. 855-861 ◽  
Author(s):  
Betsy Sleath ◽  
Daniel Gratie ◽  
Delesha Carpenter ◽  
Scott A. Davis ◽  
Charles Lee ◽  
...  
Keyword(s):  
Health Care Providers ◽  
Self Efficacy ◽  
Persistent Asthma ◽  
Outcome Expectations ◽  
Self Report ◽  
Care Providers ◽  
Medical Visit ◽  
Efficacy Outcome ◽  
Controller Medications ◽  
The Relationship

Background: Many factors affect youth adherence to asthma medications. Better understanding of the relationship between problems reported by youth in using asthma medications, self-efficacy, outcome expectations, and adherence is needed. Objective: The study examined the relationship between youth and caregiver problems in using asthma medications, asthma management self-efficacy, outcome expectations, and youth- and caregiver-reported adherence to asthma controller medications. Methods: Adolescents with persistent asthma and their caregivers were recruited at 4 pediatric practices. Youth were interviewed after their medical visit while caregivers completed a questionnaire. Multivariable linear regression was used to analyze the data. Results: Of 359 participating youth, 319 were on controller medications. Youth reported 60% average adherence, whereas caregivers reported 69%. Youth who reported difficulty using their inhaler correctly and youth who reported difficulty remembering to take their medications were significantly less likely to be adherent. Caregivers who reported that it was hard to remember when to give the asthma medications were significantly less likely to report their child being adherent. Both youth and caregivers with higher outcome expectations were significantly more likely to self-report being adherent. Conclusions: Pharmacists and other health care providers should consider asking youth and caregivers about problems in using asthma medications, self-efficacy in managing asthma, and outcome expectations for following treatment regimens, so that they can help youth overcome difficulties they might have in managing their asthma.

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.

PERCEIVED BARRIERS TO ENTREPRENEURIAL INTENTION: THE MEDIATING ROLE OF SELF-EFFICACY

2020 ◽  
Vol 25 (03) ◽  
pp. 2050016
Author(s):  
EMRE ŞAHIN DÖLARSLAN ◽  
AKIN KOÇAK ◽  
PHILIP WALSH
Keyword(s):  
Undergraduate Students ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Entrepreneurial Intention ◽  
Perceived Barriers ◽  
Deterrent Effect ◽  
Mediating Role ◽  
Intention Formation ◽  
The Relationship

Drawing from Social Cognitive Career Theory (SCCT), the purpose of the study is to enhance understanding of the intention formation mechanism within the context of perceived barriers and self-efficacy (SE). The current study assesses whether SE mediates the relationship between perceived barriers and entrepreneurial intention (EI). The study specifically analyzed the relationship among perceived barriers, SE and EI. In addition, the direct and indirect effects of perceived barriers on intention are examined. Based on a survey of 471 undergraduate students who have taken management courses, our findings suggest the SE level of potential entrepreneurs is not sufficient to determine the intention formation even if the decisive effect of SE on EI is found. Therefore, in contrast to earlier studies, the results obtained from this study reveal the necessity to take into account the deterrent effect of the perceived barriers to evaluating the effect of SE in the formation of EI.

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