Evaluación de un modelo social-cognitivo de la elección de la carrera desde la tipología de Holland en estudiantes de la escuela secundaria/Testing social cognitive career choice model across Holland types in high school students

Abstract

RESUMENLa teoría social cognitiva de la carrera (SCCT; Lent, Brown & Hackett, 1994) se formuló originalmente con la finalidad de integrar diferentes modelos y constructos para lograr una comprensión más profunda de los mecanismos que regulan el desarrollo de los intereses vocacionales, la elección de la carrera y el rendimiento académico (Lent, et al., 1994, 2000). En la presente investigación se evalúa un modelo de intención de elección de carrera derivado de la SCCT. La muestra estuvo conformada por alumnos argentinos de la Escuela Secundaria, quienes respondieron a una serie de medidas sobre: fuentes de autoeficacia, creencias de autoeficacia, intereses e intención de elección de carrera. Estas medidas fueron analizadas en cada una de las seis tipologías planteadas por la teoría RIASEC (Realista, Investigador, Artista, Social, Emprendedor y Convencional) de Holland (1997). Los resultados indicaron un apoyo general a las hipótesis de la SCCT, las cuales proponen una influencia de las fuentes de autoeficacia sobre el origen de las creencias de autoeficacia y cómo estas, junto con los intereses, determinan las intenciones de elección de carrera, aunque no de forma homogénea en todas las tipologías planteadas por Holland. Se discuten los resultados para cada una de las tipologías y se consideran las limitaciones e implicaciones de estos hallazgos para futuras investigaciones.ABSTRACTSocial cognitive career theory (SCCT; Lent, Brown & Hackett, 1994) was originally formulated in order to integrate different models and constructs, to achieve a deeper understanding of the mechanisms that regulate the development of vocational interests, career choice and academic performance (Lent, et al., 1994, 2000). In this research, several hypotheses emanating from SCCT were tested. The sample was composed by Argentine high school students, who completed a series of measures, such as: sources of self-efficacy, self-efficacy beliefs, interests and intentions of career choice. These measures were analyzed in each of the six types raised in the RIASEC model (Realistic, Investigative, Artistic, Social, Enterprising and Conventional) of Holland. The results indicate general support for the hypothesis of SCCT, which suggest an influence of the sources of self-efficacy on the origin of self-efficacy beliefs and how they, together with interest, determine the intentions of career choice, but not evenly in all types raised by Holland. We consider the limitations and implications of these findings for further research.

Argentinean Validation of the Factorial Structure of the Learning Experiences Questionnaire (LEQ)

“…Conversely, the present results indicated that the latent traits that better explained the items consisted of the RIASEC typology rather than the SSs. These results are consistent with a previous study in Argentina by Cupani, Azpilicueta, and Sialle (2017). This previous study investigated the explanatory power of the sources of self-efficacy in career decision-making and found that the percentage of variance that was explained was stable throughout the different RIASEC typologies and higher for the realistic, investigative, and artistic types.…”

The Socio-educational, Psychological and Family-Related Antecedents of Entrepreneurial Intentions among Spanish Youth

“…According to SCCT, the development of career goals (career choice process) is conceived as a sequence of interests, intentions, and behaviors that are presented as occupational choices where career intentions arise from the previous training of vocational interests [72]. The interests stimulate the career intentions or choice of goals (the plans of dedicating oneself to a certain activity and to achieve a certain result in the future), which increase the probability of making a career choice behavior (specific actions that mark the entry of the individual into an academic or professional line of work) [74,75]. From this standpoint, interests are defined as early patterns of attraction towards occupational-related activities [76], career intentions or set-choice goals are plans to dedicate oneself to a certain activity, and career choice behaviors are specific actions that mark the entry of the individual into a professional career [36].…”

Moderating Variables of Entrepreneurial Interest among Spanish Youth

“…According to SCCT, the development of career goals (career choice process) is conceived as a sequence of interests, intentions, and behaviors that are presented as occupational choices where career intentions arise from the previous training of vocational interests [75]. The interests stimulate the career intentions or choice of goals (the plans of dedicating oneself to a certain activity and to achieve a certain result in the future), which increase the probability of making a career choice behavior (specific actions that mark the entry of the individual into an academic or professional line of work) [77,78]. From this standpoint, interests are defined as early patterns of attraction towards occupational-related activities [79], career intentions or set-choice goals are plans to dedicate oneself to a certain activity, and career choice behaviors are specific actions that mark the entry of the individual into a professional career [47].…”