an article by Christopher J. Pinkney, MA, Christopher J. Murray, PhD and John R. Lind (University of Oregon, Eugene, USA) published in Career Development and Transition for Exceptional Individuals Volume 35 Number 1 (May 2012)
Abstract
In this investigation, the authors examine the relationship between individual skills (i.e., career locus of control [LOC], social skills [SOC], and social problem–solving skills [SPSS]) and the school- and perceived career–related adjustment of 211 students with disabilities. Data pertaining to individual skills were gathered from student reports, and data pertaining to adjustment were gathered from student and teacher perceptions.
Results of hierarchical regression analyses indicated that together LOC, SOC, and SPSS accounted for a significant amount of variance in student- and teacher-rated school- and career-related adjustment after controlling for disability type. Evaluation of individual predictors indicated that the strength of these associations varied according to data source and the specific predictor under study.
Showing posts with label career-related_learning_experiences. Show all posts
Showing posts with label career-related_learning_experiences. Show all posts
Tuesday, 29 May 2012
Monday, 23 April 2012
Perceived social status and learning experiences in Social Cognitive Career Theory
an article by Mindi N. Thompson (University of Wisconsin-Madison, USA) and Jason J. Dahling (The College of New Jersey, Ewing, USA) published in Journal of Vocational Behavior Volume 80 Issue 2 (April 2012)
Abstract
The purpose of this study was to test a model based on Social Cognitive Career Theory (Lent, Brown, & Hackett, 1994) that placed perceived social status as an antecedent of career-related learning experiences, self-efficacy, and outcome expectations.
Gender was included in the present model and results indicated that gender related as expected to differential exposure to career-related learning experiences in Holland's (1997) RIASEC domains.
After controlling for the effects of gender, results demonstrated that perceived social status related positively to learning experiences in the Investigative, Enterprising, and Conventional areas among 380 college students. Further, these enhanced learning experiences mediated the relationships between perceived social status and self-efficacy, and between perceived social status and outcome expectations, for the Investigative, Enterprising, and Conventional areas.
These findings highlight the importance of perceived social status as a predictor of exposure to different types of career-related learning experiences that subsequently shape students' self-efficacy, outcome expectations, and (presumably) interests in particular RIASEC areas. Results are discussed in terms of exposure to career-related learning experiences in RIASEC domains with differing levels of prestige and implications of these results for developing interventions to enhance the learning experiences of students who report lower levels of perceived social status are presented.
Abstract
The purpose of this study was to test a model based on Social Cognitive Career Theory (Lent, Brown, & Hackett, 1994) that placed perceived social status as an antecedent of career-related learning experiences, self-efficacy, and outcome expectations.
Gender was included in the present model and results indicated that gender related as expected to differential exposure to career-related learning experiences in Holland's (1997) RIASEC domains.
After controlling for the effects of gender, results demonstrated that perceived social status related positively to learning experiences in the Investigative, Enterprising, and Conventional areas among 380 college students. Further, these enhanced learning experiences mediated the relationships between perceived social status and self-efficacy, and between perceived social status and outcome expectations, for the Investigative, Enterprising, and Conventional areas.
These findings highlight the importance of perceived social status as a predictor of exposure to different types of career-related learning experiences that subsequently shape students' self-efficacy, outcome expectations, and (presumably) interests in particular RIASEC areas. Results are discussed in terms of exposure to career-related learning experiences in RIASEC domains with differing levels of prestige and implications of these results for developing interventions to enhance the learning experiences of students who report lower levels of perceived social status are presented.
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