The Expanded Skills Confidence Inventory: Measuring basic dimensions of vocational activity

Betz, Nancy E.; Borgen, Fred H.; Rottinghaus, Patrick J.; Paulsen, Alisa; Halper, Carrie Robinson; Harmon, Lenore W.

doi:10.1016/s0001-8791(02)00034-9

Cited by 67 publications

(94 citation statements)

References 33 publications

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“…These findings support some evidence from U.S. samples that personality traits discriminated choice of major (Ackerman & Beier, 2003;Bailey et al, 2004) and career aspirations (Bailey et al, 2004). Moreover, these Taiwanese findings are consistent with evidence from U.S. college samples that the six self-efficacy themes differentiated choice of educational major (Bailey et al, 2004;Betz et al, 2003;Rottinghaus, Betz, et al, 2003); choice of college (e.g., liberal arts, engineering, Note. N ϭ 312 (male n ϭ 133; female n ϭ 179).…”

Section: Discussionsupporting

confidence: 83%

Discriminating among educational majors and career aspirations in Taiwanese undergraduates: The contribution of personality and self-efficacy.

Larson¹,

Wei²,

Wu³

et al. 2007

Journal of Counseling Psychology

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), were useful in discriminating among educational majors and career aspirations for 312 Taiwanese university students. The Big Five and confidence, in combination, significantly differentiated among 4 college majors and 7 career aspirations in a Taiwanese university sample. Big Five Agreeableness and SCI Realistic, Investigative, and Conventional confidence emerged as most salient in the discrimination. Differences by sex, major, and career aspiration were mostly consistent with social cognitive career theory, Holland's theory, and prior U.S. research.

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Section: Discussionsupporting

confidence: 83%

Discriminating among educational majors and career aspirations in Taiwanese undergraduates: The contribution of personality and self-efficacy.

Larson¹,

Wei²,

Wu³

et al. 2007

Journal of Counseling Psychology

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“…The SCCT theory postulates that SE is domain specific. Consistent with the theory, a number of studies have consistently shown evidence that specific versus general RIASEC domains of SE and interest domains of SE and confidence are significantly more predictive of careerrelated goals and choice actions such as educational major, choice of occupation, and educational aspiration (e.g., Betz et al, 2003;Donnay & Borgen, 1996Gasser et al, 2007;Larson, Wu, et al, 2010;Rottinghaus et al, 2002;Rottinghaus, Betz et al, 2003).…”

Section: Career-related Choicementioning

confidence: 81%

“…Besides the meta-analyses, multiple studies have shown SE to be predictive of choice of major (e.g., Larson, Wei, Wu, Borgen, & Bailey, 2007), occupation (e.g., Betz et al, 2003;, and educational aspirations (e.g., Rottinghaus, Betz, et al, 2003;Rottinghaus, Lindley, Green, & Borgen, 2002). Likewise, researchers have shown interests to be predictive of choice of major (Gasser et al, 2007;Harmon et al, 1994) and choice of occupation (e.g., Ackerman & Beier, 2003;Donnay & Borgen, 1996;Donnay et al, 2005;Harmon et al, 1994).…”

Section: Career-related Choicementioning

confidence: 99%

Worklife Across the Lifespan

Larson¹

2011

Oxford Handbooks Online

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An extensive literature search across the spectrum of vocational psychology was conducted using the time frame of 1991-2008 and resulted in 47 quantitative reviews (i.e., meta-analyses). First, theories of vocational psychology are presented including John Holland's ( 1997) and Rene Dawis and Loyd Lofquist's ( 1984;Dawis, 2005) theory of work adjustment person-environment fit (P-E fit) models; Lent, Brown, and Hackett ( 1994) social cognitive career theory; the social learning theory of John Krumboltz ( 1990); Donald Super's career construction theory (Super, 1992); and L. S. Gottfredson's ( 1999) circumscription theory. Next, vocational outcomes of young people (the development of interests, educational and occupational aspirations, educational achievement, and career choice) and wage-earning adults (job search, job entry, job performance, job satisfaction, career success, and mental health outcomes) are reviewed. The last two major sections concern diverse groups (women and racially and ethnically diverse groups) and individual differences (cognitive ability, personality, and interests) as predictors of vocational outcomes. AbstractAn extensive literature search across the spectrum of vocational psychology was conducted using the time frame of 1991-2008 and resulted in 47 quantitative reviews (i.e., meta-analyses). First, theories of vocational psychology are presented including John Holland's ( 1997) and Rene Dawis and Loyd Lofquist's ( 1984;Dawis, 2005) theory of work adjustment person-environment fit (P-E fit) models; Lent, Brown, and Hackett ( 1994) social cognitive career theory; the social learning theory of John Krumboltz ( 1990); Donald Super's career construction theory (Super, 1992); and L. S. Gottfredson's ( 1999) circumscription theory. Next, vocational outcomes of young people (the development of interests, educational and occupational aspirations, educational achievement, and career choice) and wage-earning adults (job search, job entry, job performance, job satisfaction, career success, and mental health outcomes) are reviewed. The last two major sections concern diverse groups (women and racially and ethnically diverse groups) and individual differences (cognitive ability, personality, and interests) as predictors of vocational outcomes.

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“…working life, and that vocational education and training systems play a key role in providing competences and qualifications thus developing a knowledge-based Europe [2].…”

Section: Economics and Business 2014/25 _____________________________mentioning

confidence: 99%

“…Although it primarily contains a number of policy initiatives for the development and involvement of young people, it is also connected to regional development through examining of how to support youth employment, educational opportunities and higher education infrastructure [24]. The development and integration of young people is mainly seen through facilitation of education, training and employment and providing adequate social safety in different paths of young people`s lives and their involvement [30], as well as avoiding adoption of different approach based on gender [1], different vocational education levels as well as payment systems [2]. As for vocational education and training, within the Youth on the Move initiative the European Commission is promoting apprenticeship-type vocational training and high quality traineeships as workplace learning experience thus building bridges to the labour market.…”

Section: Economics and Business 2014/25 _____________________________mentioning

confidence: 99%

Coherence of Work Based Learning and Regional Development in Latvia

Buligina

Putans

Sloka

2014

Economics and Business

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Abstract. Integration of young people into the labour market is an issue of a high priority. The youth unemployment problem has explicit links to the vocational education and training (VET) system. Since 2009 there is an ongoing reform in the Latvian VET system. In this respect also the role of local governments increases. The paper addresses the issue of introducing innovative approaches in the Latvian VET system. The aim of the study is to estimate the overall readiness of public administrations to implement VET reforms within regional economic development in the context of the EU and national strategic priorities.

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The Expanded Skills Confidence Inventory: Measuring basic dimensions of vocational activity

Cited by 67 publications

References 33 publications

Discriminating among educational majors and career aspirations in Taiwanese undergraduates: The contribution of personality and self-efficacy.

Discriminating among educational majors and career aspirations in Taiwanese undergraduates: The contribution of personality and self-efficacy.

Worklife Across the Lifespan

Coherence of Work Based Learning and Regional Development in Latvia

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