The Positive Career Goal Discrepancy Scale: Development and Initial Validation

Akmal, Sari Zakiah; Creed, Peter Alexander; Hood, Michelle; Duffy, Aoife

doi:10.1177/1069072720976376

Cited by 10 publications

(14 citation statements)

References 57 publications

(121 reference statements)

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“…Students can consider adjusting the process of goal striving or a re-assessment of their goals so their motivation and effort can be better maintained. For instance, it might be useful to show those who are feeling overwhelmed by the effort they put forth in their goals that they are doing more than enough (Akmal et al, 2020). Last, this study demonstrated that the scores from GSS were positively associated with students’ mindset and psychological health, which is of great concern to educational practitioners.…”

Section: Discussionmentioning

confidence: 99%

An Examination of the Conceptual Structure of Long-Term Goal Striving

Lam

Zhou

2021

Pers Soc Psychol Bull

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Long-term goal striving has been recognized as an important stage in goal achievement. Compared with the development of measurements of goal setting, researchers tended to measure goal striving in different manners. This study examined the conceptual structure of goal striving and validated a new scale to operationalize the construct within academic learning contexts. A 25-item scale was validated with 522 Chinese university students to assess its factor structure, reliability, gender invariance, criterion-related validity, and incremental validity. Confirmatory factor analysis results supported both the first-order and second-order model. Overall, the scale showed good reliability, validity, and invariance across gender. We suggested that this new scale could be used as an effective measure to assess the level of goal striving among university students in a Chinese context.

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Section: Discussionmentioning

confidence: 99%

An Examination of the Conceptual Structure of Long-Term Goal Striving

Lam

Zhou

2021

Pers Soc Psychol Bull

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“…Positive career goal discrepancies. The 15-item Positive Career Goal Discrepancy Scale (Akmal et al, 2021) assesses the extent to which participants appraise their current career progress as exceeding their anticipated progress. The scale taps three broad areas of ability/achievement (e.g., "What I have achieved to date in my career has exceeded my parent's expectations"), standard ("I have higher career goals for myself than my parents have for me"), and effort discrepancy ("I am putting more effort into achieving my career goals than I did in the past").…”

Section: Methodsmentioning

confidence: 99%

“…Progress is appraised against internal (e.g., past performance and personal goals) and external comparators (e.g., peer and family expectations; Bandura, 1991;Carver & Scheier, 1990). Akmal et al, (2021) identified three positive career goal discrepancy domains: achievement/ability, standard, and effort discrepancy. Positive achievement/ability discrepancies result when individuals appraise their current abilities achievements, and skills as more than needed to achieve the set career goal.…”

Section: Positive Career Goal Discrepanciesmentioning

confidence: 99%

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Young Adults’ Self-Regulatory Responses to Positive Career Goal Discrepancies: Testing Cross-Lagged Relationships

Akmal

Hood

Creed

et al. 2022

Journal of Career Assessment

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Researchers have assessed young people’s outcomes when they do not meet their career goals, but little is known about the consequences when they do better than expected (positive discrepancies). We (a) tested the cross-lagged relationships between positive career goal discrepancies and the career-related outcomes of upward goal revision, career exploration, and career coasting, and (b) assessed the indirect relationships between positive career goal discrepancy and outcomes through self-efficacy and outcome expectations. Using a sample of 314 young adults (76% female, Mage 19.13 years), we found that the standard causation model was the most parsimonious. Positive discrepancies predicted more upward goal revision and exploration and less coasting after a 6-month time lag, both directly and indirectly through outcome expectations. The findings highlight the importance of positive career goal appraisals in career goal setting, exploration, management and clarify the roles of agency (self-efficacy and outcome expectations) as explanatory mechanisms in these relationships.

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“… 10 Appropriate counseling regarding professions by parents also has an effective role since the advisers have to fulfill the choice of a career regarding the individual’s skills and interests. 11 …”

Section: Introductionmentioning

confidence: 99%

The Impact of Emotional Intelligence on Career Decision-Making Difficulties and Generalized Self-Efficacy Among University Students in China

Ran¹,

Zeb²,

Nisar³

et al. 2022

PRBM

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Purpose University life is a critical time when students start thinking about their careers in the future. Emotions and confidence are important factors in the career decision-making process. This process of choosing a specific direction towards a career often opens students to many uncertain situations, leading them to stress and anxiety. Emotional intelligence and generalized self-efficacy facilitate students in effective career decision-making by coping with difficulties during academia. The present study aimed to find the impact of emotional intelligence (EI) on career decision-making (CDM) and generalized self-efficacy (GSE) among university students in China. Patients and Methods The study included 310 undergraduate students from different universities of China. A cross-sectional research design was used and a convenient sampling technique was utilized. For the present study, Wong and Law emotional intelligence, generalized self-efficacy, and career decision-making difficulties scales were utilized. Results Findings of the study show that there is a significant relationship between EI, GSE, and career decision-making difficulties. Results revealed a significant positive relationship of GSE with emotional intelligence. GSE has a significant negative relationship with career decision-making difficulties. Moreover, EI has a significant negative relationship with career decision-making difficulties. Conclusion The study will help students to utilize emotional intelligence skills during academic and vocational life. For future research, qualitative studies would be conducted to better explore the underlying causes behind career decision-making difficulties.

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The Positive Career Goal Discrepancy Scale: Development and Initial Validation

Cited by 10 publications

References 57 publications

An Examination of the Conceptual Structure of Long-Term Goal Striving

An Examination of the Conceptual Structure of Long-Term Goal Striving

Young Adults’ Self-Regulatory Responses to Positive Career Goal Discrepancies: Testing Cross-Lagged Relationships

The Impact of Emotional Intelligence on Career Decision-Making Difficulties and Generalized Self-Efficacy Among University Students in China

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