an article by Peter A. Creed and Michelle Hood (School of Applied Psychology and Griffith Health Institute, Griffith University, Queensland, Australia) published in Journal of Career Development Volume 42 Number 1 (February 2014)
Abstract
Participants were 181 university students who completed measures of career development (self-efficacy, perceived barriers, distress, planning, and exploration) and goal adjustment capacity (disengagement and reengagement).
We expected
(a) that when contemplating unachievable goals, those with a higher capacity to adjust their goals (i.e., to disengage and reengage) would report less distress, more career planning, and more exploration; and expected
(b) that the relationships between goal adjustment and the outcome variables (distress, planning, and exploration) would be moderated by self-efficacy and perceptions of barriers.
We found that those with a higher capacity to adjust their goals by disengaging and reengaging reported more exploration. Less distress was associated with disengagement, but not reengagement, whereas more planning was associated with reengagement, but not disengagement.
Additionally, we found moderating effects for self-efficacy and perceptions of barriers; that is, having higher levels of efficacy and perceiving fewer barriers protected when goal adjustment capacity was lower.
Showing posts with label career_self-efficacy. Show all posts
Showing posts with label career_self-efficacy. Show all posts
Tuesday, 11 November 2014
Friday, 12 October 2012
The role of future time perspective in career decision-making
Terrance L. Walker and Terence J.G. Tracey (Arizona State University, USA) published in Journal of Vocational Behavior Volume 81 Issue 2 (October 2012
Abstract
The present study of two hundred and seven university students examined the structural relation of future-orientation (both valence and instrumentality), career decision-making self-efficacy and career indecision (choice/commitment anxiety and lack of readiness) in a sample of 218 college students.
Future time perspective was viewed as a key input to career decision-making. Structural equation modelling results indicated that valence was not significantly related to career decision-making self-efficacy, choice/commitment anxiety and lack of readiness.
However, instrumentality completely mediated the relation between valence and career decision-making self-efficacy, choice/commitment anxiety and lack of readiness.
Instrumentality was significantly related to career decision-making self-efficacy and lack of readiness. Career decision-making self-efficacy completely mediated the relation between instrumentality and choice/commitment anxiety; however, it only partially mediated the relation between instrumentality and lack of readiness.
Although the proposed model was invariant across gender, the findings indicated that women reported higher instrumentality and lower lack of readiness than did men. No differences were found for career decision-making self-efficacy and choice/commitment anxiety across gender. The findings suggest that psychologists, counsellors, and teachers should consider the role of future time perspective in university students’ career development.
Highlights
► We examined the structural relation of future-orientation and career decision-making among university students.
► Valence was related to career decision-making self-efficacy, choice/commitment anxiety and lack of readiness.
► Instrumentality is directly related to career decision-making and lack of readiness.
► Career decision-making mediated the relations between instrumentality and choice/commitment anxiety and lack of readiness.
► The model was invariant across gender, but women reported higher instrumentality and lower lack of readiness than men.
Abstract
The present study of two hundred and seven university students examined the structural relation of future-orientation (both valence and instrumentality), career decision-making self-efficacy and career indecision (choice/commitment anxiety and lack of readiness) in a sample of 218 college students.
Future time perspective was viewed as a key input to career decision-making. Structural equation modelling results indicated that valence was not significantly related to career decision-making self-efficacy, choice/commitment anxiety and lack of readiness.
However, instrumentality completely mediated the relation between valence and career decision-making self-efficacy, choice/commitment anxiety and lack of readiness.
Instrumentality was significantly related to career decision-making self-efficacy and lack of readiness. Career decision-making self-efficacy completely mediated the relation between instrumentality and choice/commitment anxiety; however, it only partially mediated the relation between instrumentality and lack of readiness.
Although the proposed model was invariant across gender, the findings indicated that women reported higher instrumentality and lower lack of readiness than did men. No differences were found for career decision-making self-efficacy and choice/commitment anxiety across gender. The findings suggest that psychologists, counsellors, and teachers should consider the role of future time perspective in university students’ career development.
Highlights
► We examined the structural relation of future-orientation and career decision-making among university students.
► Valence was related to career decision-making self-efficacy, choice/commitment anxiety and lack of readiness.
► Instrumentality is directly related to career decision-making and lack of readiness.
► Career decision-making mediated the relations between instrumentality and choice/commitment anxiety and lack of readiness.
► The model was invariant across gender, but women reported higher instrumentality and lower lack of readiness than men.
Monday, 11 June 2012
The long arm of job insecurity: Its impact on career-specific parenting behaviors and youths’ career self-efficacy
an article by Xiuxi Zhao (Center for Creative Leadership, USA) and Vivien K.G. Lim and Thompson S.H. Teo (National University of Singapore) published in Journal of Vocational Behavior Volume 80 Issue 3 (June 2012)
Abstract
Applying a multiple-mediator model, we examine the mediating effect of three types of career-specific parenting behaviors: lack of engagement, support, and interference, on the relationship between paternal job insecurity and youths’ career self-efficacy.
Data were collected from a sample of undergraduate students and their fathers. Results of the full sample analysis showed that paternal job insecurity was positively related to lack of engagement and negatively related to support. The relationship between paternal job insecurity and interference was not significant. Sub sample analysis showed that the relationship between paternal job insecurity and career self-efficacy was mediated by lack of engagement for sons and mediated by support for daughters.
Highlights
Abstract
Applying a multiple-mediator model, we examine the mediating effect of three types of career-specific parenting behaviors: lack of engagement, support, and interference, on the relationship between paternal job insecurity and youths’ career self-efficacy.
Data were collected from a sample of undergraduate students and their fathers. Results of the full sample analysis showed that paternal job insecurity was positively related to lack of engagement and negatively related to support. The relationship between paternal job insecurity and interference was not significant. Sub sample analysis showed that the relationship between paternal job insecurity and career self-efficacy was mediated by lack of engagement for sons and mediated by support for daughters.
Highlights
- Paternal job insecurity is positively related to lack of engagement and negatively related to support.
- The relationship between paternal job insecurity and career self-efficacy is mediated by lack of engagement for sons.
- The relationship between paternal job insecurity and career self-efficacy is mediated by support for daughters.
Tuesday, 8 May 2012
Unemployed Adults’ Career Thoughts, Career Self-Efficacy, and Interest: Any ...Similarity to College Students?
an article by Emily Bullock-Yowell, Lindsay Andrews, Amy McConnell and Michael Campbell (Department of Psychology, University of Southern Mississippi) published in Journal of Employment Counseling Volume 49 Issue 1 (March 2012)
Abstract
Little empirical knowledge about unemployed adults exists during a time when this group needs substantial career assistance. Because there is greater empirical understanding of college student career development compared with what is known about unemployed adults, a chi square and analyses of covariance were used to compare the career thinking, self-efficacy, and interests of 169 unemployed adults seeking public job center assistance with that of 200 college students.
Additionally, a diverse sample of 2,444 unemployed adults is demographically reviewed.
Unemployed adults reported a higher level of Realistic interests and similar levels of negative career thinking and career decision-making self-efficacy compared with college students.
Hazel’s comment:
Human nature is human nature.
Abstract
Little empirical knowledge about unemployed adults exists during a time when this group needs substantial career assistance. Because there is greater empirical understanding of college student career development compared with what is known about unemployed adults, a chi square and analyses of covariance were used to compare the career thinking, self-efficacy, and interests of 169 unemployed adults seeking public job center assistance with that of 200 college students.
Additionally, a diverse sample of 2,444 unemployed adults is demographically reviewed.
Unemployed adults reported a higher level of Realistic interests and similar levels of negative career thinking and career decision-making self-efficacy compared with college students.
Hazel’s comment:
Human nature is human nature.
Wednesday, 6 October 2010
The mediating roles of career self-efficacy ...
and career decidedness in the relationship between contextual support and persistence
an article by Simon Lloyd D Restubog and Patrick Raymund James M Garcia (The Australian national University) and Afryll R Florentino (The University of New South Wales) published in Journal of Vocational Behavior Volume 77 Issue 2 (October 2010)
Abstract
Drawing from Social cognitive career theory, we examined how types of contextual support (e.g., parental support and number of career counselling sessions received) influence persistence. In addition, we test the roles of career self-efficacy and career decidedness as mediating mechanisms in the relationship between these types of contextual support and persistence. One hundred forty-six undergraduate students were surveyed over three measurement periods. Data were collected from multiple sources: surveys from students and parents and students’ archival data. Results provided support for our hypothesised mediated model. Time 1 student and parent ratings of support and Time 1 number of counselling sessions received were related to greater Time 2 career self-efficacy and Time 2 career decidedness. This in turn was associated with Time 3 persistence (i.e., reduced academic programme turnover). Theoretical and applied implications are discussed.
an article by Simon Lloyd D Restubog and Patrick Raymund James M Garcia (The Australian national University) and Afryll R Florentino (The University of New South Wales) published in Journal of Vocational Behavior Volume 77 Issue 2 (October 2010)
Abstract
Drawing from Social cognitive career theory, we examined how types of contextual support (e.g., parental support and number of career counselling sessions received) influence persistence. In addition, we test the roles of career self-efficacy and career decidedness as mediating mechanisms in the relationship between these types of contextual support and persistence. One hundred forty-six undergraduate students were surveyed over three measurement periods. Data were collected from multiple sources: surveys from students and parents and students’ archival data. Results provided support for our hypothesised mediated model. Time 1 student and parent ratings of support and Time 1 number of counselling sessions received were related to greater Time 2 career self-efficacy and Time 2 career decidedness. This in turn was associated with Time 3 persistence (i.e., reduced academic programme turnover). Theoretical and applied implications are discussed.
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