The perspectives of social cognitive career theory approach in current times

Wang, Danqi; Liu, Xiping; Deng, Hongkui

doi:10.3389/fpsyg.2022.1023994

Cited by 23 publications

(13 citation statements)

References 30 publications

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“…The presented training program was designed for teachers who can step in to complement the work of specialized counselors, aimed at enabling the teachers to run career-guidance activities effectively, helping students in their career-development journey. The training concept was rooted in a simplified version of both the Trait-and-Factor Career-Counseling model [48], on the SCCT and on the careerconstruction theory [3,6,29,39]. Drawing from the Trait-and-Factor model, the training focused on helping teachers understand how individual traits and factors influence career choices, empowering them to assist students in assessing their strengths, interests, and values, while applying basic diagnostic tools.…”

Section: Discussionmentioning

confidence: 99%

“…The training and research draw on the socio-cognitive (career) theory (SCCT) [6], building on the idea that the social contexts the teachers are exposed to during the training inspire and enable them to conduct in the classroom the training situations they have experienced. It implies that people's observations of other people, their own experiences, and the social context in which they operate all have an impact on their capabilities [6]. The SCCT also offered a framework for the curricular design of teacher training, in addition to the classic career-construction theory.…”

Section: Introductionmentioning

confidence: 99%

“…The SCCT also offered a framework for the curricular design of teacher training, in addition to the classic career-construction theory. According to the SCCT, there is a dynamic interaction between behavioral, environmental, and personal factors that affect career development [6]. SCCT emphasizes the importance of self-efficacy beliefs, outcome expectations, and goals in shaping individuals' career choices and actions.…”

Section: Introductionmentioning

confidence: 99%

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Training Teachers for the Career Guidance of High School Students

Bersan,

Lustrea,

Sava

et al. 2024

Education Sciences

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The article addresses the decision-making process of career choice among high-school students and emphasizes the importance of supporting their informed decisions by trained teachers acting as career-guidance counselors. While, ideally, school counselors handle career counseling, their limited availability necessitates the involvement of other resources, such as trained teachers. The present study introduces a career-guidance training program for teachers, implemented with 20 Romanian and 20 Serbian teachers. The research conducted simultaneously with the training aimed to assess the effectiveness of this cross-national program in enhancing teachers’ competence in career guidance. Utilizing a longitudinal mixed methodology, the study assessed the teachers’ perceptions of the training’s effectiveness and sustainability over a period of 24 months. Two questionnaires featuring multiple-choice and open-choice questions were employed. The results consistently indicated that teachers rated the training as excellent or very good across various dimensions, including content, trainers, didactic materials, and applications. Challenges were noted in designing and implementing group career activities compared to individual ones, with no significant differences observed between Serbian and Romanian teachers. After 24 months, a deductive content analysis of open-ended questions assessed the sustainability of acquired competencies. Our findings indicated active teacher participation in career-guidance activities, primarily with final-year students serving as class teachers or subject instructors. In the context of a scarcity of career-counseling specialists, training teachers as career-guidance advisors emerges as a viable solution. The study highlights the potential of such training programs to address the critical need for comprehensive career guidance in schools.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Training Teachers for the Career Guidance of High School Students

Bersan,

Lustrea,

Sava

et al. 2024

Education Sciences

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“…efficacy and outcome expectations) and contextual variables (e.g. learning and mentorship experiences and social support) develops career interest (Lent et al , 2000; Lent et al , 2002; Wang et al , 2022). SCCT, derived from Bandura’s (1986) general social cognitive theory, posits that environmental or contextual conditions (e.g.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Underrepresented minorities in business doctoral programs: trends and academic placements (1973 to 2018)

Jackson,

Lewis, Jr,

Menachemi

2023

JIEB

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Purpose This paper aims to present demographic characteristics and postgraduate employment trends of business doctoral graduates, especially the proportion that are underrepresented minorities (URMs) over time. Design/methodology/approach The authors analyze the near census of individuals receiving doctoral degrees in a wide range of business disciplines from US-accredited universities from 1973 to 2018 (n = 50,091) contained with the National Science Foundation Survey of Earned Doctorates. The authors analyze how the proportion of URM graduates, by discipline, has changed over time both in terms of receiving a doctoral degree and entering an academic position. Findings The proportion of URM graduates fluctuated between approximately 5% and 15% annually, steadily increasing across decades. Overall, 64.4% of all graduates entered an academic position, with notably higher rates among whites (72.1%) compared to Blacks (51.8%), Hispanics (60.4%) and other URMs (56.4%) (p < 0.001). In adjusted models, the proportion of URMs that entered academic positions significantly increased overtime, beginning in the 1990s and peaked in the 2000s. Although the few institutions that graduated the highest number of URMs do not currently have an Association to Advance Collegiate Schools of Business-accredited business school, the authors identify several exemplar institutions where URM graduates entered academic jobs at the highest rates. Originality/value The authors provide demographic trends that shed light on ways to influence an increase in URM doctoral graduates from business disciplines into academic careers. This discussion is of interest to university administrators and other stakeholders interested in diversity issues in higher education.

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“…17 Based on the SCCT, an individual expands their career choice options and modifies self-efficacy related to these career choices to overcome barriers and facilitate work performance while achieving work satisfaction. 20 In the context of academic medicine, SCCT has been used to understand career development in clinician-scientists, 21 clinicians' interest in becoming academic faculty 22 and academic clinician-educators' motivations and choices to engage in teaching. 23 We found SCCT applicable to rural community preceptors who choose to expand their career as practising physicians and volunteer to teach medical students while practising in a context different than the medical school.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Motivators and barriers for rural community preceptors in teaching: A qualitative study

Alexandraki,

Kern,

Beck Dallaghan

et al. 2023

Medical Education

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PurposeIncreasing challenges in recruiting and retaining community‐based teaching physicians (e.g., community preceptors) call for a better understanding of motivators and barriers community preceptors perceive in their teaching role. Given the importance of medical school partnerships with community‐based sites for student training, it is essential to understand the perspectives of community preceptors as teaching physicians in a context away from the medical school, such as rural, and the factors affecting their career choice to engage in teaching while practising medicine.MethodsWe conducted semi‐structured interviews with rural community preceptors and used open coding to conceptualise data and axial coding to connect codes into categories. We used the socio‐cognitive career theory framework to organise categories into themes.ResultsEleven rural community preceptors from two medical schools participated. Specialties included family medicine, internal medicine and paediatrics; clinical practice and teaching experience ranged from 3–36 and 2–29 years, respectively. Readiness for teaching (‘self‐efficacy’) was pivotal in community preceptors' decision to teach and derived largely from vicarious learning from teaching attendings in medical school or residency; social persuasion and encouragement from clinical partners; and their accomplishments as practising physicians. However, limited faculty development, incomplete knowledge of expectations, disengagement from the medical school and lack of current mentors hindered their self‐confidence. Teaching fulfilled their aspirations (‘outcome expectations’) to give back to the profession, but they felt undervalued and disconnected from other clinician educators. Teaching increased job satisfaction, but clinical workload, and financial impact impeded their goals for achieving excellence (‘performance’).ConclusionsSelf‐efficacy was a pivotal motivator in rural community preceptors' decision to teach. Role models from early training inspired them to teach. Internal awards sustained teaching efforts. Future research should explore structural barriers influencing rural community preceptors' teaching experiences to better support their career choice to become medical educators.

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The perspectives of social cognitive career theory approach in current times

Cited by 23 publications

References 30 publications

Training Teachers for the Career Guidance of High School Students

Training Teachers for the Career Guidance of High School Students

Underrepresented minorities in business doctoral programs: trends and academic placements (1973 to 2018)

Motivators and barriers for rural community preceptors in teaching: A qualitative study

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