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.

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.

Future Aspirations of Young Women With Disabilities: An Examination of Social Cognitive Career Theory

2020 ◽  
Vol 43 (3) ◽  
pp. 169-179
Author(s):  
Yen K. Pham ◽  
Kara A. Hirano ◽  
Lauren Lindstrom ◽  
David S. DeGarmo
Keyword(s):  
Mental Health ◽  
Young Women ◽  
Self Efficacy ◽  
Social Cognitive Career Theory ◽  
Social Cognitive ◽  
Outcome Expectations ◽  
Career Theory ◽  
Women With Disabilities ◽  
Future Aspirations ◽  
Social Cognitive Career

Young women with disabilities face multiple barriers that limit their career pathways. Little research has been conducted to examine how cognitive constructs of career self-efficacy and outcome expectations contribute to their future aspirations. This study examined direct relationships between career self-efficacy and outcome expectations on future aspirations, mediating effects of autonomy and self-realization on these relationships, and moderating effects of mental health on these links for young women with disabilities. Although existing research on social cognitive career theory has focused on career self-efficacy, results from this study indicated that outcome expectations might have an even stronger influence on future aspirations. Mental health barriers negatively impact future aspirations of the study’s sample. Limitations and implications for research and practice were discussed.

scholarly journals ANTESEDEN INTENSI WIRAUSAHA BERDASARKAN SOCIAL COGNITIVE CAREER THEORY

2021 ◽  
Vol 10 (3) ◽  
pp. 212
Author(s):  
Dede Kurnia ◽  
Muhammad Ngasifudin
Keyword(s):  
Self Efficacy ◽  
Social Cognitive Career Theory ◽  
Social Cognitive ◽  
Outcome Expectations ◽  
Entrepreneurial Intention ◽  
Entrepreneurial Intentions ◽  
Career Theory ◽  
Entrepreneurial Attitude ◽  
Convenience Sampling ◽  
Social Cognitive Career

ABSTRACTThis study aims to determine and analyze the mediating effect of entrepreneurial outcome expectations and entrepreneurial attitude on the influence of entrepreneurial self-efficacy on entrepreneurial intention. This study uses a quantitative approach with explanatory survey methods. The data collection tool in this study uses a questionnaire. In contrast, in determining the number of samples, this study applied convenience sampling so as obtain 75 young people in district Sukaresik, Tasikmalaya. The analysis technique carried out in this study was regression-based Serial Multiple Mediators using Macro Process software developed by Andrew F. Hayes. The result showed that entrepreneurial self-efficacy to entrepreneurial intention has a direct influence. In addition, entrepreneurial outcome expectations and entrepreneurial attitudes also serially mediate the effect of entrepreneurial self-efficacy on entrepreneurial intentions. The originality of this research is the adaptation of Social Cognitive Career Theory into entrepreneurial intention research which is still relatively rare. This research has a theoretical contribution to research on entrepreneurial intentions, which is still dominated by the theory of planned behavior developed by Icek Ajzen.JEL : M20, A22, I20.Keywords : entrepreneurial outcome expectations, entrepreneurial attitude, entrepreneurial intention. ABSTRAKPenelitian ini bertujuan untuk mengetahui serta menganalisis efek mediasi harapan hasil kewirausahaan dan sikap kewirausahaan pada pengaruh efikasi diri kewirausahaan terhadap intensi wirausaha. Penelitian ini menggunakan pendekatan kuantitatif dengan metode survei eksplanotori. Adapun alat pengumpulan data penelitian ini menggunakan kuesioner, sedangkan dalam proses penentuan sampel penelitian ini menerapkan teknik convenience sampling sehingga didapatkan 75 orang pemuda di Kecamatan Sukaresik Kabupaten Tasikmalaya. Teknik analisis data yang dilakukan pada penelitian ini Analisis Mediasi Serial Berbasis Pendekatan Regresi dengan menggunakan Software Macro PROCESS yang dikembangkan oleh Andrew F. Hayes. Hasil temuan ini menunjukkan bahwa efikasi diri kewirausahaan berpengaruh secara langsung terhadap intensi wirausaha, selain itu harapan hasil kewirausahaan dan sikap kewirausahaan juga secara serial memediasi pengaruh efikasi diri kewirausahaan terhadap intensi wirausaha. Orisinalitas dari penelitian ini adalah adaptasi Social Cognitive Career Theory ke dalam riset intensi wirausaha yang masih relatif jarang dilakukan. Penelitian ini memiliki kontribusi teoretis dalam riset-riset intensi kewirausahaan yang selama ini masih didominasi oleh theory planned behavior yang dikembangkan oleh Icek Ajzen.

Predicting 4-Year Graduation: Using Social Cognitive Career Theory to Model the Impact of Prescriptive Advising, Unit Load, and Students’ Self-Efficacy

2018 ◽  
Vol 22 (4) ◽  
pp. 655-675
Author(s):  
San Bolkan ◽  
William C. Pedersen ◽  
Kaitlyn N. Stormes ◽  
Beth Manke
Keyword(s):  
Graduation Rates ◽  
Self Efficacy ◽  
Social Cognitive Career Theory ◽  
Social Cognitive ◽  
Outcome Expectations ◽  
Academic Goals ◽  
Career Theory ◽  
Prescriptive Advising ◽  
The Impact ◽  
Social Cognitive Career

In this study, we investigated how environmental, cognitive, and demographic variables influenced students’ ability to graduate from a 4-year university in 4 years. Specifically, we examined how behaviors related to social cognitive career theory (i.e., self-efficacy, outcome expectations, and academic goals) were influenced by contextual experiences related to prescriptive academic advising to ultimately predict students’ ability to graduate in 4 years. After holding students’ demographic characteristics constant, results from structural regression analyses indicated that prescriptive advising had a direct effect on students’ 4-year graduation rates. In addition, prescriptive advising had indirect effects on students’ 4-year graduation rates through its impact on students’ self-efficacy and the serial path involving students’ self-efficacy and their academic goals. Our results suggest that if institutions want to ensure they maximize 4-year graduation rates, helping students understand that it is possible to graduate in 4 years is critical.

Using Social Cognitive Career Theory to Predict Self-Employment Goals

2002 ◽  
Vol 5 (2) ◽  
pp. 47-56 ◽  
Author(s):  
Gerry Segal ◽  
Dan Borgia ◽  
Jerry Schoenfeld
Keyword(s):  
Self Efficacy ◽  
Social Cognitive Career Theory ◽  
Social Cognitive ◽  
Business Students ◽  
Outcome Expectations ◽  
Efficacy Beliefs ◽  
Entrepreneurial Intentions ◽  
Career Theory ◽  
Self Employment ◽  
Social Cognitive Career

Social Cognitive Career Theory (SCCT; Lent, Brown, and Hackett 1994, 1996) proposes that career interests, goals, and choices are related to self-efficacy beliefs and outcome expectations. It suggests that peopleʼs self-efficacy beliefs and outcome expectations with regard to self-employment would predict their goals to become selfemployed. This study explores the ability of SCCT to predict goals for self-employment in a sample of 115 undergraduate business students. Results indicated that students with higher entrepreneurial self-efficacy and higher self-employment outcome expectations had higher intentions to become self-employed. These findings imply that educators and policy-makers may boost student entrepreneurial intentions by (1) enhancing studentsʼ confidence to succeed in an entrepreneurial career and (2) enhancing studentsʼ expectations of strong positive outcomes resulting from an entrepreneurial career

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