scholarly journals Sharia Value-Based Learning Environment and Students’ Career Choice

2021 ◽  
Vol 9 (2) ◽  
pp. 323
Author(s):  
Iqbal 'Imari ◽  
Vega Wafaretta
Keyword(s):  
Learning Environment ◽  
Career Choice ◽  
Social Cognitive Career Theory ◽  
Social Cognitive ◽  
Partial Least Square ◽  
Least Square ◽  
The Public ◽  
Career Intention ◽  
Economics Students ◽  
Social Cognitive Career

<p><em>The purpose of this study is to find out whether the sharia value-based learning environment influences the career choice of sharia economics students at Islamic Financial In</em><em>dustries</em><em> (IFIs). Learning is one of the crucial factors that could shape career choices referring to Social Cognitive Career Theory (SCCT).</em><em> </em><em>A quantitative approach is employed. </em><em>Questionnaires totaling 378 </em><em>were filled by students from</em><em> three (3) types of universities in East Java, Indonesia. </em><em>P</em><em>ath analysis and different tests using Partial Least Square (PLS) 3.0 and SPSS ver. Twenty-three</em><em> were conducted</em><em>.</em><em> </em><em>The weight of courses, learning, and lecturers' motivation positively affected career intention at IFIs. Students from the public–non-Islamic universities perceived the highest learning and motivation, and the lowest was public–Islamic universities. It might be because the Islamic culture at publi</em><em>c</em><em>-Islamic universities might form an ideal perspective for the contemporary IFIs. Besides, students who completed an internship at IFIs had the highest intention; meanwhile, students who have interned at non-IFIs showed the lowest career intention at IFIs.</em><em> </em><em>The implications of this study are learning environment should more involve sharia values. Besides, students should intern at IFIs to choose a career at IFIs to contribute to developing sharia economics.</em></p>

scholarly journals Testing an Adapted Model of Social Cognitive Career Theory: Findings and Implications for a Self-Selected, Diverse Middle-School Sample

2015 ◽  
Vol 1 (2) ◽  
pp. 142-155
Author(s):  
Christian E Mueller ◽  
Alfred L Hall ◽  
Danielle Z Miro
Keyword(s):  
Middle School ◽  
Career Choice ◽  
Social Cognitive Career Theory ◽  
Social Cognitive ◽  
Future Research ◽  
Career Theory ◽  
Present Sample ◽  
Measurement Issues ◽  
Social Cognitive Career ◽  
Goal Intentions

We tested an adapted version of social-cognitive career theory (SCCT; Lent et al., 1994, 2000) with a self-selected, diverse sample of middle-school students attending a Saturday STEM Academy asking, “Is SCCT valid for examining career choice goal-intentions among a sample of students already expressing interest in math and science-related subjects and careers?” According to SCCT, choosing a STEM-related career involves the complex interplay of personal and contextual factors, many of which become increasingly salient during the middle-school years. There is reason to believe that SCCT may function differently for students who are self-selected, such as those found in the present sample. Main findings in the full regression model showed that math/science motivation (T1), family support for engineering (T1), outcome expectancies (T2), and interest (T2) were significant predictors of (T2) goal intentions; whereas self-efficacy was non-significant as has been shown in much previous research. Relatedly, we found several measurement issues with the SCCT variables among this sample, thus partially answering the larger research question. Implications of the present findings and suggestions for future research are discussed in the context of the career-choice literature, theoretical and practical implications of SCCT, and relatedly, possible measurement issues arising from using SCCT with self-selected, middle-school samples.

scholarly journals Choosing Chemistry at Different Education and Career Stages: Chemists, Chemical Engineers, and Teachers

2021 ◽  
Author(s):  
Gabriella Shwartz ◽  
Or Shav-Artza ◽  
Yehudit Judy Dori
Keyword(s):  
High School ◽  
Career Choice ◽  
Social Cognitive Career Theory ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Driving Forces ◽  
Chemistry Learning ◽  
The Social ◽  
Task Oriented ◽  
Social Cognitive Career

AbstractIn response to the realization that qualified applicants’ choice of a career in chemistry is declining, we investigated the factors involved in chemistry and chemical education career choice. Building on the social cognitive theory (SCT) and the social cognitive career theory (SCCT), this research examines the personal, environmental, and behavioral factors influencing the chemistry-related profession choice of 55 chemists, 18 chemical engineers, and 72 chemistry teachers. Research participants also suggest ways to encourage students to major in chemistry during high school and pursue a chemistry-related career. Results showed that high school serves as a significant turning point of future career choices. Self-efficacy in the task-oriented and chemistry learning aspects are the driving forces of choosing a chemistry career. We also shed light on the importance of enhancing students’ choice in chemistry-related career via quality educational programs. The study contribution lies in examining all three aspects of career choice in the SCCT. We have applied this framework specifically in chemistry, but the identified factors can be applied to other STEM domains. Practically, we provide recommendations for different stakeholders on how to overcome the shortage of skilled chemistry professionals.

scholarly journals The Influence of Generations on Career Choice (Social Cognitive Career Theory Perspective)

Konselor ◽  
2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Galuh Prawitasari
Keyword(s):  
Career Choice ◽  
Social Cognitive Career Theory ◽  
Social Cognitive ◽  
High Technology ◽  
Digital Natives ◽  
Personal Accomplishment ◽  
Career Theory ◽  
Recent Approach ◽  
The Difference ◽  
Social Cognitive Career

The phenomenon of multigenerational labor provides new challenges in the world of career. The difference of values and objectives of each generation can influence individual’s career choice thus career counselor need an approach to be able to help clients identifying their work values. Social Cognitive Career Theory (Lent, Brown, & Hackett, 1994) is a fairly recent approach because it provides a perspective based on specific self-efficacy beliefs of each generation. Due to period differences, the values adopted between one generation with another generation have been resulted in different personal accomplishments and thus different career choices. Individual from the Traditional Generations will tend to choose careers which provide firm loyalty as his personal accomplishment, whether individual from The Baby Boomers will tend to choose careers which provide prestiges, facilities, and positions. The X Generation lay their personal accomplishments on freedom and balance between career and family. The Y Generation which known as digital natives tend to choose careers which give them freedom and creativity to work by utilizing high technology. Similiar to their former, the Z Generation not only tend to choose careers which give them freedom and creativity but also expect feedback from the experienced people.

scholarly journals Should I Stay, or Should I Go? Job satisfaction as a moderating factor between outcome expectations and entrepreneurial intention among academics

2021 ◽  
Author(s):  
Richard Blaese ◽  
Schneider Noemi ◽  
Liebig Brigitte
Keyword(s):  
Job Satisfaction ◽  
Social Cognitive Career Theory ◽  
Social Cognitive ◽  
Career Decisions ◽  
Outcome Expectations ◽  
Entrepreneurial Intention ◽  
Career Theory ◽  
Academic Researchers ◽  
Social Cognitive Career

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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