Contextual supports and barriers to career choice: A social cognitive analysis.

Abstract

emphasizes cognitive-person variables that enable people to influence their own career development, as well as extra-person (e.g., contextual) variables that enhance or constrain personal agency. Although the theory has yielded a steady stream of inquiry and practical applications, relatively little of this work has examined SCCT's contextual variables or hypotheses. In this article, several avenues for stimulating study of the contextual aspects of career behavior are considered. In particular, the authors (a) examine "career barriers," a conceptually relevant construct, from the perspective of SCCT; (b) advocate study of contextual supports as well as barriers; and (c) propose additional context-focused research and practice directions derived from SCCT.

Decisional procrastination of school-to-work transition: Personality correlates of career indecision

“…This state is defined as "fear of commitment" (Wolfe and Betz 2004). In other words, a general career decidedness as a problem of identification of personality goals and their compatibility with corresponding career environments is one thing, but another thing is the level of career commitment in career fields as a problem of life-goal crystallization in given set of circumstances (Lent et al 2000).…”

Career motivation of secondary students in STEM: a cross-cultural study between Korea and Indonesia

“…Parental support, especially parents' emotional support, plays a positive role in adolescents' career development (Lent, Brown, & Hackett, 2000;Simpkins, DavisKean, & Eccles, 2006). Particularly, in a collectivist culture, Asian students' career development is more influenced by parental support and involvement than is that of western students (Leong, 1993).…”

Sentiment d’efficacité personnelle et attente de résultat : perspectives pour le conseil en orientation

“…39 Des recherches actuelles mettent en évidence le rôle de la perception d'obstacles et de soutien social dans les processus de choix professionnels (Lent et al, 2000;Lent et al, 2003). Lent et al (2000, p.41) We present results that show that academic self-efficacy of French students is linked with their academic achievement.…”