Twenty-Five Years of Self-Efficacy in Career Assessment and Practice

Gainor, Kathy A.

doi:10.1177/1069072705282435

Cited by 56 publications

(49 citation statements)

References 84 publications

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“…This result is consistent with previous studies on interventions boosting career self-efficacy (Betz, 2007;Gainor, 2006) and career preparedness (Koivisto et al, 2010;Vuori & Vinokur, 2005). Considering the selfefficacy related propositions of general social cognitive theory (Bandura, 1977(Bandura, , 2006 and its application to career context (Lent et al, 1994), this may mean that participants' strengthened preparedness to make career choices as a result of the workshops may also have increased their investment of motivational resources in the exploitation of learned career exploration and planning skills outside of the workshop.…”

Section: Discussionsupporting

confidence: 90%

“…Consequently, on the basis of SCCT (Lent et al, 1994) and the previous research on interventions aimed at boosting career self-efficacy (Betz, 2007;Gainor, 2006) and preparedness (Koivisto et al, 2010;Vuori & Vinokur, 2005), we suggest that social learning in the TWL intervention workshops increases career choice preparedness. In turn, in line with SCCT, we suggest that the effect of learning experiences in the workshops on career planning attitude is partly direct and partly mediated by the increase in career choice preparedness (Betz & Borgen, 2000;Fouad & Smith, 1996;Lent et al, 1994Lent et al, , 2005.…”

Section: Components Of Career Preparation As Amentioning

confidence: 91%

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Effects of Career Choice Intervention on Components of Career Preparation

Koivisto

Vinokur

Vuori

2011

The Career Development Quart

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This randomized experimental study (N = 1,034) examines both the direct and the indirect effects of the Towards Working Life intervention on 2 components of adolescents' career preparation: preparedness for career choice and attitude toward career planning. The intervention comprised a 1-week workshop program, the proximal goals of which were to enhance 9th graders' career choice preparedness and attitude toward career planning. Participants were assessed at baseline and immediately after the intervention. The results showed that the intervention had directly improved the students' career choice preparedness, which in turn increased positive attitude toward career planning. Implications for both theory and practice are discussed.Career preparation has been viewed as a major developmental task for adolescents, the successful performance of which improves personal development, social adjustment, and future well-being (Erikson, 1968;Super, 1990). Savickas (1999) summarized that career developmental theories view "awareness of the choices to be made and information and planning that bear on these choices" (p. 334) as the main predictors of successful career choices and smooth transitions from school to work. Since the early work of Crites (1978), career theories generally have stressed two distinct factors that affect educational and vocational decisions and the implementation of career choices (Savickas, 1999). The first is a competence factor. Crites formulated the model of career maturity, which includes five career choice competencies: (a) selfknowledge, (b) occupational information, (c) goal selection, (d) planning, and (e) problem solving. According to the social cognitive approach, the way in which adolescents develop and exercise personal efficacy in the domain of career choice during adolescence and the transition to adulthood can play a key role in setting the course of their life path (Bandura, 2006;Lent, Hackett, & Brown, 1999;Taylor & Betz, 1983). The second is an attitudinal factor,

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Section: Discussionsupporting

confidence: 90%

Section: Components Of Career Preparation As Amentioning

confidence: 91%

Effects of Career Choice Intervention on Components of Career Preparation

Koivisto

Vinokur

Vuori

2011

The Career Development Quart

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“…In the current study, we interpret self-efficacy more specifically as the belief of the actor that s/he has the capacity of being a successful student in the chosen scientific field, and thus as a potentially important factor to influence the intention to enter a research-oriented career. More in particular we use the notion of 'academic self-concept' (Bennett, 2009), to measure the extent to which someone believes he or she is successful as an academic student (Gainor, 2006;Dasan, 2013). The hypothesis is that students with a higher score on academic self-concept, will be more inclined to enter a research-oriented career.…”

Section: Variables and Hypothesesmentioning

confidence: 99%

Determinants of Bachelor Students’ Intention to Enter a Research-Oriented Career

Heerwegh

Verhoeven

Wit

2016

JET

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The career opportunities of university bachelor students are multiple. Some bachelor students might consider a career in research. In this article, we explore, first, the degree to which bachelor students in a research intensive university intend to enter a research-oriented career, and second, the factors influencing this intention. 1,232 students of a research-intensive university answered an on line questionnaire. 4.08% scored 4 or higher out of 5 on a scale that measures the intention to become a researcher. A regression model (R² = .47) showed that among a set of 13 variables, the attitude towards research proved to have the strongest influence on the intention to enter a research-oriented career, next to gender, and study major. The occupational focus, frequency of use of ICT (information and communication technologies) instruments, and the opinion that scientific research needs ICT have a negative influence.

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“…The knowledge gained by investigating the learning environment and its role in math interest can help career, school, and mental health counselors, as well as educators and others who work with youth, understand the factors that influence early STEM career development. This, in turn, will allow for the development of research-based interventions to help girls and women gain greater representation in predominantly male STEM fields ( Gainor, 2006). These early learning experiences play a powerful and long-lasting role in girls' and women's math self efficacy and outcome expectations .…”

Section: Need For the Studymentioning

confidence: 99%

“…Analyzing 25 years of self-efficacy research, Gainor (2006) concluded that empirical studies support the use of seeT when designing, implementing, and evaluating interventions that can assist career choice and development. Betz and Hackett (2006) noted that some researchers appear to disregard the aspects of Bandura' s ( 1977Bandura' s ( a, 1977bBandura' s ( , 1986) Social Cognitive Theory, the theoretical foundation of SCCT.…”

Section: Math and Social Cognitive Career Theorymentioning

confidence: 99%

Classroom learning environment and gender : do they explain math self-efficacy, math outcome expectations, and math interest during early adolescence?

Deacon¹

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Dr. Marie F. ShoffnerDespite initiatives to increase and broaden participation in science, technology, engineering, and mathematics (STEM) fields, women remain underrepresented in STEM.While U.S. girls and women perform as well as, if not better, than boys and men in math, research results indicate that there are significant declines in girls' math self-efficacy, interest, and ambition as early as middle school. These decreases are associated with awareness of negative stereotypes viewing math as a predominately male domain. The classroom is one context for developing self-efficacy beliefs and gender-role stereotypes.The purpose of this quantitative study is to examine the role that students' perceptions of the academic and emotional support provided by their math teacher has on adolescents' math self-efficacy, math outcome expectations, and math interest. Social Cognitive Career Theory provides a theoretical framework for the study. Researchers collected data used for this study through a larger study (NSF grant #0624724). Data was collected from 230 students in sixth, eighth, and 10th grade to answer the research questions.Items from the Beliefs, Belong, and Behavior Survey provide measures for students' perceptions of Math Learning Environment, Math Self-Efficacy, Math Outcome Expectations, and Math Interest. The results of the study found that the relationships among math learning environment, specifically students' perceptions of the academic and emotional support provided by their math teacher, and the other SCCT variables were as predicted by the modified SCCT model. Students' perceptions of the academic and emotional support provided by their math teacher influences their math self-efficacy, math outcome expectations, and math interest. There were gender differences observed in the fit the modified SCCT model. Leaming environment influenced the expected outcomes of taking advanced math courses differently for boys and girls. There were also gender differences in students' perceptions of teacher support, math self-efficacy, math outcome expectations, and math interest, with the greatest differences found between sixth grade girls and the other gender-grade groups. Finally, there was a relationship between girls' perceptions of the effect that taking math courses would have on relationships and their math interest, a relationship not observed in boys. Implications for researchers and practitioners are provided.This dissertation is dedicated to my children, grandchildren, and parents. Without yo14 I would not be where I am standing today. I love you with all my heart! lV Counselor Education

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Twenty-Five Years of Self-Efficacy in Career Assessment and Practice

Cited by 56 publications

References 84 publications

Effects of Career Choice Intervention on Components of Career Preparation

Effects of Career Choice Intervention on Components of Career Preparation

Determinants of Bachelor Students’ Intention to Enter a Research-Oriented Career

Classroom learning environment and gender : do they explain math self-efficacy, math outcome expectations, and math interest during early adolescence?

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