Vocational Skills and Outcomes Among Native American Adolescents: A Test of the Integrative Contextual Model of Career Development

Turner, Sherri L.; Trotter, Michelle J.; Lapan, Richard T.; Czajka, Katherine A.; Yang, Pahoua; Brissett, Annette E. A.

doi:10.1002/j.2161-0045.2006.tb00153.x

Cited by 44 publications

(30 citation statements)

References 25 publications

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“…Evidence supported H4 and H5. The association between self-efficacy expectations and career exploration is consistent with the previous literature (e.g., Lent et al, 2016;Turner et al, 2006). Further research could test the joint role of career self-efficacy expectations and career exploration in children's approach or avoidance of activities (Lent et al, 2004).…”

Section: Discussionsupporting

confidence: 86%

“…These opportunities advance cognitive representations about one's prospective capability to successfully perform similar activities in the future (Lent & Brown, 2013). Research has supported these assertions by suggesting positive associations between career self-efficacy and career exploration (e.g., Lent, Ezeofor, Morrison, Penn, & Ireland, 2016;Turner et al, 2006). Longitudinal evidence from childhood through adolescence has also indicated positive associations among career selfefficacy expectations, academic achievement, and the likelihood to continue or drop out of school (Caprara et al, 2008).…”

Section: Introductionmentioning

confidence: 97%

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Confirmatory Study of the Multidimensional Scales of Perceived Self-Efficacy with Children

Oliveira¹,

Taveira²,

Porfeli

et al. 2018

Univ Psychol

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The social cognitive career theory suggests that the development of career self-efficacy expectations begins during the childhood period. The Multidimensional Scales of Perceived Self-Efficacy (MSPSE) has been used to assess adolescents and adults’ career self-efficacy. This study extends this research by assessing the psychometric characteristics of the MSPSE with children. The MSPSE factorial structure, invariance, and concurrent validity were examined with data from 313 fifth- and sixth-grade girls and boys (M age = 10.8). Confirmatory factor analyses suggested a good fit of a hierarchical measurement model. Multi-group analyses suggested configurational and metric invariance across grade levels and across gender for the low-order factors. Still, variability in high-order factor loadings was found across gender. The MSPSE was positively correlated with career exploration and academic achievement. This study supports the use of the MSPSE with children, instills future research on children’s career self-efficacy, and advances practices promoting career preparedness.

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Section: Discussionsupporting

confidence: 86%

Section: Introductionmentioning

confidence: 97%

Confirmatory Study of the Multidimensional Scales of Perceived Self-Efficacy with Children

Oliveira¹,

Taveira²,

Porfeli

et al. 2018

Univ Psychol

View full text Add to dashboard Cite

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“…This implies that career education intervention not only helps students find their careers and overcome obstacles but also helps them learn career development skills and have success in school. Some studies (Arbona, 2000;Turner & Lapan, 2013;Turner et al, 2006) have identified the role of career development skills based on the ICM as a mediator of school success. Holland's (1997) model emphasizes the importance of congruence between career guidance and student interest.…”

Section: Discussionmentioning

confidence: 99%

Career Development and School Success in Adolescents: The Role of Career Interventions

Choi

Kim

2015

The Career Development Quart

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Using longitudinal survey data, the present study examined the effect of participation on career development skills in 6 career education experiences and school success among South Korean adolescents (2,473 young men, 2,132 young women; mean age = 15.86 years). Regression analyses indicated that students who participated in career education programs in school once or twice over a 2-year period had the highest scores in both career development skills and school success. In contrast, there was no relationship between career education, career development skills, and school success for students who participated in career education programs only once or not at all. Results support the influence of career education interventions on students' career development skills and school success. This study provides accountability information on the effectiveness of career education interventions at South Korean secondary schools. The authors offer suggestions about more effective career interventions that can be applied in South Korean high schools.

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“…There is also evidence that parents' beliefs about gender differences in children's abilities are transmitted to and internalized by their children (Eccles Parsons, Adler, & Kaczala, 1982;Frome & Eccles, 1998) and that there are ethnic differences in the messages that children internalize from their parents (Whiston & Keller, 2004). Opportunities for skill development vary considerably and may contribute to differences in career-related self-efficacies (Lent et al, 1994;Turner et al, 2004). Despite different socialization, the same career development and occupational choice processes seem to occur for men and women as well as European Americans and minorities (Lent et al, 2005).…”

Section: Socialization and Career Choicesmentioning

confidence: 99%

Career Development From Adolescence Through Emerging Adulthood

Messersmith

Garrett

Davis‐Kean

et al. 2008

Journal of Adolescent Research

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Career development theories suggest that social-contextual experiences are influential in individuals' career interests, aspirations, and skill development and may be a source of gender and ethnic differences in certain career fields. In this mixed methods study, we examine the supportive and obstructive career-related experiences of 13 men and 13 women (modal age 25). Interviews focused primarily on the pathway toward or away from an information technology (IT) career. Thematic coding indicated that parents were mostly supportive, while experiences in school and work occasionally made individuals reconsider their career plans. Social influences often changed developmentally as participants entered full-time jobs. Gendered participation in IT was often attributed to women's perception that it is a male-oriented field.Keywords career development; adolescence; emerging adulthood; gender; ethnic differences; socialization; technology Attracting new employees to science, technology, engineering, and mathematics (STEM) jobs, as well as increasing the diversity of this workforce, has been of great interest to researchers, policy makers, and employers in recent years (Meece, 2006). Despite efforts to increase the number of women and minorities in STEM careers, they remain underrepresented in the STEM workforce (National Science Foundation, 1996). Career development theories suggest that individuals select career fields based on their selfperceptions, values, and beliefs and that individual differences in these cognitions can explain much of the gender and ethnic gaps in career field participation (Eccles et al., 1983;Gottfredson, 1981;Lent, Brown, & Hackett, 1994;Savickas, 2005). Although internal cognitions are the most proximal factors to career choice, career development theorists also suggest that these cognitions are developed through experiences in homes, schools, and other contexts and that these experiences may be more distal sources of imbalanced workforces.In one particular STEM field, information technology (IT), the rapid creation of new jobs has led to a shortage of qualified employees (U.S. Department of Commerce, 2003 This article examines the career path of emerging adults who enter IT careers and those who could enter these careers but do not in order to highlight socialization influences that may contribute to occupational choices. Examining the IT field in particular has the unique potential to highlight both gender and racial differences in socialization toward (or away from) some occupations. Socialization and Career ChoicesThe occupational choices made by emerging adults have their roots in earlier interactions and experiences (Eccles et al., 1983;Gottfredson, 1981;Lent et al., 1994;Savickas, 2005;Whiston & Keller, 2004). For instance, children begin to learn about possible future jobs through seeing adults in their communities and parents' social networks (Schultheiss, Palma, & Manzi, 2005;Super, 1990). Self-perceptions develop through experiences in school (Lent et al., 1994) and feedbac...

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Vocational Skills and Outcomes Among Native American Adolescents: A Test of the Integrative Contextual Model of Career Development

Cited by 44 publications

References 25 publications

Confirmatory Study of the Multidimensional Scales of Perceived Self-Efficacy with Children

Confirmatory Study of the Multidimensional Scales of Perceived Self-Efficacy with Children

Career Development and School Success in Adolescents: The Role of Career Interventions

Career Development From Adolescence Through Emerging Adulthood

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