Social cognitive career theory, conscientiousness, and work performance: A meta-analytic path analysis

Brown, Steven D.; Lent, Robert W.; Telander, Kyle; Tramayne, Selena

doi:10.1016/j.jvb.2010.11.009

Cited by 151 publications

(195 citation statements)

References 32 publications

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“…In the second meta-analysis, Brown et al (2011) tested the performance model in the context of work performance. As in the academic performance meta-analysis, goals did not explain unique variance in performance beyond that explained by self-efficacy and cognitive ability.…”

Section: Self-efficacymentioning

confidence: 99%

Vocational Psychology: Agency, Equity, and Well-Being

Brown

Lent

2016

Annu. Rev. Psychol.

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155

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The present review organizes the vocational psychology literature published between 2007 and 2014 into three overarching themes: Promoting (a) agency in career development, (b) equity in the work force, and (c) well-being in work and educational settings. Research on career adaptability, self-efficacy beliefs, and work volition is reviewed in the agency section, with the goal of delineating variables that promote or constrain the exercise of personal agency in academic and occupational pursuits. The equity theme covers research on social class and race/ethnicity in career development; entry and retention of women and people of color in science, technology, engineering, and math (STEM) fields; and the career service needs of survivors of domestic violence and of criminal offenders. The goal was to explore how greater equity in the work force could be promoted for these groups. In the well-being section, we review research on hedonic (work, educational, and life satisfaction) and eudaimonic (career calling, meaning, engagement, and commitment) variables, with the goal of understanding how well-being might be promoted at school and at work. Future research needs related to each theme are also discussed.

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Section: Self-efficacymentioning

confidence: 99%

Vocational Psychology: Agency, Equity, and Well-Being

Brown

Lent

2016

Annu. Rev. Psychol.

Self Cite

155

110

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“…A primary fieldwork goal delineated in the ACOTE standards (2012) is developing competent practitioners (C.1.11), and self-efficacy is related to competence and performance (Bandura, 1997;Brady-Amoon & Fuertes, 2011;Brown et al, 2011;Richardson et al, 2012). Bandura (1997) distinguished self-efficacy, with its focus on capability and competence, from self-confidence alone, which does not take performance into account.…”

Section: Self-efficacy Competence and Fieldworkmentioning

confidence: 99%

“…Perceived self-efficacy, defined as one's belief in one's ability to perform a task despite the obstacles, has been linked with achievement, motivation, and performance in both academic (Brady-Amoon & Fuertes, 2011;Richardson, Abraham, & Bond, 2012) and work settings (Bandura, 1997;Brown, Lent, Telander, & Tramayne, 2011). Self-efficacy is an important construct to examine during professional fieldwork, when students are challenged to learn and demonstrate the entry-level decision making skills required of occupational therapists but struggle with their own sense of capability, which may hinder their performance (Crist, 2011;Derdall, Olson, Janzen, & Warren, 2002;Richard, 2008).…”

mentioning

confidence: 99%

Occupational therapy students’ self-efficacy, experience of supervision, and perception of meaningfulness of Level II fieldwork

Andonian¹

2017

The Open Journal of Occupational Therapy

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“…First, empirical research on SCCT focused on the one hand on the relationship between self-efficacy, vocational interests and career choice behaviors (e.g., Betz & Hackett, 2006;Sheu et al, 2010). On the other hand, relationships between self-efficacy and academic or work performance were investigated (Brown, Lent, Telander, & Tramayne, 2011;Brown et al, 2008). Although SCCT postulates self-efficacy-success dynamics studies that investigate time-related phenomena in phases after career exploration are still scarce (Abele & Spurk, 2009a).…”

mentioning

confidence: 99%