Nadia Olivero,Andrea Greco, Anna Maria Annoni and Patrizia Steca (University of Milano Bicocca, Milano, Italy) and Paul Benjamin Lowry (Virginia Tech, Blacksburg, USA) published in Behaviour and Information Technology Volume 38 Issue 12 (2019)
Abstract
Recent research has shown that typically law-abiding people perceive the act of illegal downloading as less unethical than other illegal acts.
A major thrust of today's digital piracy research is indeed to understand how emerging social norms influence consumer perceptions and lead to rationalisations that justify antinormative behaviour despite moral and ethics.
We adopt a model comparison approach to evaluate the impact of moral disengagement mechanisms with respect to the most often used constructs referring to the theory of planned behaviour (TPB) and of moral obligation on intention to pirate. Comparisons between the tested models clearly indicate that moral disengagement plays a significant role in the prediction of piracy.
The results also suggest that the practice of illegal downloading is spreading across genders, and that other than moral disengagement, demographic factors of young age, pirating experience, and pirating ability are strong predictors of illegal downloading. When moral disengagement mechanisms are included in the model, intention to pirate is explained by past piracy behaviour, perceived behavioural control, and subjective norms as well as the moral disengagement mechanism of ‘euphemistic labelling’.
Our findings advance the current understanding of digital piracy and support the design of more effective interventions to counteract its further diffusion.
Showing posts with label self-efficacy. Show all posts
Showing posts with label self-efficacy. Show all posts
Monday, 16 December 2019
Thursday, 14 November 2019
Identifying motivational profiles among VET students: differences in self-efficacy, test anxiety and perceived motivating teaching
an article by Miriam Cents-Boonstra (Radboud University, Nijmegen, The Netherlands; Graafschap College, Doetinchem, The Netherlands), Anna Lichtwarck-Aschoff (Radboud University, Nijmegen, The Netherlands), Eddie Denessen (Radboud University, Nijmegen, The Netherlands; Leiden University, The Netherlands) and Leen Haerens and and Nathalie Aelterman (University of Ghent, Belgium) published in Journal of Vocational Education & Training Volume 71 Issue 4 (2019)
Abstract
There are indicators that a substantial number of students in vocational education and training (VET) experience problems with successfully building their careers. This is often attributed to VET students’ motivation.
The present study provides insight into VET students’ motivational profiles based on self-determination theory. Additionally, differences between those motivational profiles in terms of self-efficacy, test anxiety and perception of motivating teaching were investigated.
The study involved 195 VET students, from one VET college in the Netherlands.
Using latent profile analyses, four motivational profiles were identified that differed with respect to quality and quantity of motivation.
Profiles with higher quality (25%) and higher quantity (27%) of motivation were related to higher levels of self-efficacy and perceived motivating teaching compared to profiles with low quantity (7%) or low quality (41%) of motivation.
Furthermore, students in the profile with high-quality motivation reported the lowest levels of test anxiety. Additionally, our findings suggest there is indeed a relatively large group of VET students (48%) who actually experience motivational problems.
Practical implications and directions for future research are discussed.
Full text (PDF 24pp)
Abstract
There are indicators that a substantial number of students in vocational education and training (VET) experience problems with successfully building their careers. This is often attributed to VET students’ motivation.
The present study provides insight into VET students’ motivational profiles based on self-determination theory. Additionally, differences between those motivational profiles in terms of self-efficacy, test anxiety and perception of motivating teaching were investigated.
The study involved 195 VET students, from one VET college in the Netherlands.
Using latent profile analyses, four motivational profiles were identified that differed with respect to quality and quantity of motivation.
Profiles with higher quality (25%) and higher quantity (27%) of motivation were related to higher levels of self-efficacy and perceived motivating teaching compared to profiles with low quantity (7%) or low quality (41%) of motivation.
Furthermore, students in the profile with high-quality motivation reported the lowest levels of test anxiety. Additionally, our findings suggest there is indeed a relatively large group of VET students (48%) who actually experience motivational problems.
Practical implications and directions for future research are discussed.
Full text (PDF 24pp)
Wednesday, 6 February 2019
Digital Self: A Third Type of Self-Representation
a post by Richard Kensinger for the World of Psychology blog
The sense of mind and self is created by multiple social interactions with many others; particularly from those in our early psychosocial environment. These intimate interactions result in the construction of our personality. Personality becomes, in time, the consistent features of who we are in regards to our thoughts, feelings, and actions (which I refer to as mind, mood, and motor). Around age 3, personality emerges. It is dynamically formed by multiple inputs from others, becomes consolidated in our late teens and early 20’s, and around the 3rd decade it becomes relatively fixed.
In Psychology, one field of thought involves the split-object representations of self/other. There are essentially four global sub-types and each involves a global emotional charge. They are: good-good (++), good-bad (+-), bad-good (-+), and bad-bad (–). These four subtypes, in my clinical opinion, are critical to attachment and bonding. Emotions essentially encode our experiences with others. This occurs in the Limbic region of the brain. I refer to this region as our “reacting brain” as it is the origin of our emotions, motivations and attraction to and connections to others. (See Daniel J. Siegel’s The Developing Mind.)
Continue reading [quite heavy going but I found it very interesting]
The sense of mind and self is created by multiple social interactions with many others; particularly from those in our early psychosocial environment. These intimate interactions result in the construction of our personality. Personality becomes, in time, the consistent features of who we are in regards to our thoughts, feelings, and actions (which I refer to as mind, mood, and motor). Around age 3, personality emerges. It is dynamically formed by multiple inputs from others, becomes consolidated in our late teens and early 20’s, and around the 3rd decade it becomes relatively fixed.
In Psychology, one field of thought involves the split-object representations of self/other. There are essentially four global sub-types and each involves a global emotional charge. They are: good-good (++), good-bad (+-), bad-good (-+), and bad-bad (–). These four subtypes, in my clinical opinion, are critical to attachment and bonding. Emotions essentially encode our experiences with others. This occurs in the Limbic region of the brain. I refer to this region as our “reacting brain” as it is the origin of our emotions, motivations and attraction to and connections to others. (See Daniel J. Siegel’s The Developing Mind.)
Continue reading [quite heavy going but I found it very interesting]
Wednesday, 30 January 2019
Upward social comparison and depression in social network settings: The roles of envy and self-efficacy
an article by Yongzhan Li (Pingdingshan University, China) published in Internet Research Volume 29 Issue 1 (2019)
Abstract
Purpose
Previous research has linked upward social comparison on social network sites (SNSs) to depressive symptoms; however, the mechanism underlying this relationship remains unclear. The purpose of this paper is to explore the roles of envy and self-efficacy in the relationship between upward social comparison on SNSs and depressive symptoms.
Design/methodology/approach
Based on the social comparison theory and previous related literature, a moderated mediation model integrating upward social comparison on SNSs, depressive symptoms, envy and self-efficacy was developed and empirically examined based on the data collected from 934 Chinese high school students.
Findings
The structural equation modeling analysis shows that envy partially mediates the relationship between upward social comparison on SNSs and depressive symptoms, whereas self-efficacy moderated both the direct effect of upward social comparison on SNSs on depressive symptoms and the mediating effect of envy in the relationship between upward social comparison on SNSs and depressive symptoms.
Practical implications
The findings offer interesting implications for guiding adolescents to use SNSs properly. This study found that envy and self-efficacy act as a mediator and moderator, respectively, between upward social comparison on SNSs and depressive symptoms, indicating that reducing envy and enhancing self-efficacy should be feasible to alleviate the negative effect of SNSs use.
Social implications
In order to alleviate the negative effect of SNSs use, parents and educators should direct adolescents to view others’ achievements and happiness properly and manage to improve self-efficacy among adolescents with poor self-efficacy through effective training.
Originality/value
Through building and examining a moderated mediation model integrating envy and self-efficacy into the relationship between upward social comparison on SNSs and depressive symptoms, the present study advances our understanding of how and when upward social comparison on SNSs augments the risk of depressive symptoms among adolescents.
Abstract
Purpose
Previous research has linked upward social comparison on social network sites (SNSs) to depressive symptoms; however, the mechanism underlying this relationship remains unclear. The purpose of this paper is to explore the roles of envy and self-efficacy in the relationship between upward social comparison on SNSs and depressive symptoms.
Design/methodology/approach
Based on the social comparison theory and previous related literature, a moderated mediation model integrating upward social comparison on SNSs, depressive symptoms, envy and self-efficacy was developed and empirically examined based on the data collected from 934 Chinese high school students.
Findings
The structural equation modeling analysis shows that envy partially mediates the relationship between upward social comparison on SNSs and depressive symptoms, whereas self-efficacy moderated both the direct effect of upward social comparison on SNSs on depressive symptoms and the mediating effect of envy in the relationship between upward social comparison on SNSs and depressive symptoms.
Practical implications
The findings offer interesting implications for guiding adolescents to use SNSs properly. This study found that envy and self-efficacy act as a mediator and moderator, respectively, between upward social comparison on SNSs and depressive symptoms, indicating that reducing envy and enhancing self-efficacy should be feasible to alleviate the negative effect of SNSs use.
Social implications
In order to alleviate the negative effect of SNSs use, parents and educators should direct adolescents to view others’ achievements and happiness properly and manage to improve self-efficacy among adolescents with poor self-efficacy through effective training.
Originality/value
Through building and examining a moderated mediation model integrating envy and self-efficacy into the relationship between upward social comparison on SNSs and depressive symptoms, the present study advances our understanding of how and when upward social comparison on SNSs augments the risk of depressive symptoms among adolescents.
Wednesday, 29 November 2017
Preventing suicide in Montana: a community-based theatre intervention
an article by Sarah N. Keller (Montana State University, Billings, USA) and Timothy Wilkinson (Whitworth University, Spokane, Washington, USA) published in Journal of Social Marketing Volume 7 Issue 4 (October 2017)
Abstract
Purpose
This study aims to examine whether a community-based suicide prevention project could increase willingness to seek professional help for suicidal ideation among young people.
Design/methodology/approach
Online surveys were administered at baseline (n = 224) and six months post-test (n = 217), consisting of the Risk Behavior Diagnosis scale; self-report questions on suicidality; willingness to engage with suicide prevention resources; and willingness to communicate with peers, family members, teachers or counselors about suicide.
Findings
A comparison of means within groups from pre- to post-test showed increases in self-efficacy for communicating about suicidal concerns with a teacher, school counselor or social worker; increases in self-efficacy for helping others; and increases in response-efficacy of interpersonal communication about suicide with a teacher, school counselor or social worker.
Practical implications
Young adults need to be willing and able to intervene in life-threatening situations affecting their peers. In step with narrative empowerment education, personal experiences can be used to communicatively reduce peer resistance to behavior change.
Originality/value
Health communicators tend to rely on overly didactic education and awareness-raising when addressing suicide prevention. This research shows the importance of direct and personal forms of influence advocated by social marketing professionals.
Abstract
Purpose
This study aims to examine whether a community-based suicide prevention project could increase willingness to seek professional help for suicidal ideation among young people.
Design/methodology/approach
Online surveys were administered at baseline (n = 224) and six months post-test (n = 217), consisting of the Risk Behavior Diagnosis scale; self-report questions on suicidality; willingness to engage with suicide prevention resources; and willingness to communicate with peers, family members, teachers or counselors about suicide.
Findings
A comparison of means within groups from pre- to post-test showed increases in self-efficacy for communicating about suicidal concerns with a teacher, school counselor or social worker; increases in self-efficacy for helping others; and increases in response-efficacy of interpersonal communication about suicide with a teacher, school counselor or social worker.
Practical implications
Young adults need to be willing and able to intervene in life-threatening situations affecting their peers. In step with narrative empowerment education, personal experiences can be used to communicatively reduce peer resistance to behavior change.
Originality/value
Health communicators tend to rely on overly didactic education and awareness-raising when addressing suicide prevention. This research shows the importance of direct and personal forms of influence advocated by social marketing professionals.
Tuesday, 26 February 2013
Work-family conflicts, threat-appraisal, self-efficacy and emotional exhaustion
an article by Wendy Glaser and Tracy D. Hecht (Concordia University, Montreal, Canada) published in Journal of Managerial Psychology Volume 28 Issue 2 (2013)
Abstract
Purpose
The purpose of this paper is to examine associations between work-family conflicts, threat appraisals, self-efficacy, and emotional exhaustion. Threat appraisal was hypothesised to mediate relations between work-family conflicts (work-to-family and family-to-work) and emotional exhaustion. Self-efficacy was hypothesised to moderate relations between work-family conflicts and threat appraisal, with relations expected to be weaker for individuals high in self-efficacy.
Design/methodology/approach
University employees (n=159; 67 percent female) participated in this non-experimental study. Data were gathered via questionnaire. Two-thirds of participants completed measures of work-family conflicts and threat-appraisal a few weeks prior to completing measures of self-efficacy and emotional exhaustion; remaining participants completed one cross-sectional survey.
Findings
Observed relations were consistent with predicted mediation hypotheses. Contrary to predictions, self-efficacy did not moderate relations between work-to-family conflict and threat-appraisal and the relation between family-to-work conflict and threat-appraisal was stronger for those with higher self-efficacy. Self-efficacy was negatively related to emotional exhaustion.
Practical implications
Organisations should foster positive work-family climates to help alleviate work-family conflicts. Managers should demonstrate compassion when dealing with employees who have serious family concerns, as even efficacious individuals may find such situations threatening.
Originality/value
This research integrates stress theories with research on the work-family interface. The relevance of threat appraisal and the role of self-efficacy are highlighted.
Abstract
Purpose
The purpose of this paper is to examine associations between work-family conflicts, threat appraisals, self-efficacy, and emotional exhaustion. Threat appraisal was hypothesised to mediate relations between work-family conflicts (work-to-family and family-to-work) and emotional exhaustion. Self-efficacy was hypothesised to moderate relations between work-family conflicts and threat appraisal, with relations expected to be weaker for individuals high in self-efficacy.
Design/methodology/approach
University employees (n=159; 67 percent female) participated in this non-experimental study. Data were gathered via questionnaire. Two-thirds of participants completed measures of work-family conflicts and threat-appraisal a few weeks prior to completing measures of self-efficacy and emotional exhaustion; remaining participants completed one cross-sectional survey.
Findings
Observed relations were consistent with predicted mediation hypotheses. Contrary to predictions, self-efficacy did not moderate relations between work-to-family conflict and threat-appraisal and the relation between family-to-work conflict and threat-appraisal was stronger for those with higher self-efficacy. Self-efficacy was negatively related to emotional exhaustion.
Practical implications
Organisations should foster positive work-family climates to help alleviate work-family conflicts. Managers should demonstrate compassion when dealing with employees who have serious family concerns, as even efficacious individuals may find such situations threatening.
Originality/value
This research integrates stress theories with research on the work-family interface. The relevance of threat appraisal and the role of self-efficacy are highlighted.
Wednesday, 12 December 2012
Motivation for lifelong learning: a biographical account of efficacy and control
an article by Graeme Martin (University of Birmingham, UK) published in International Journal of Lifelong Education
Volume 31 Issue 6 (November-December 2012)
Abstract
Research on motivation for learning (or achievement motivation) has flourished in the past 30 years.
Social-cognitive theories dominate the field and have provided many insights, but have been criticised for relying on a traditional methodological base and lacking contextualisation and embeddedness in individual experience. In the current ‘learning age’, sustaining motivation for (often formal/academic) learning across the life span is increasingly expected, but understanding the persistence of such learning across life is not well understood.
Much of the work on motivation for learning is quantitative, employing questionnaires, brief interviews or experimental manipulations. Longitudinal, qualitative research is sparse, though a necessary counterpoint that can provide contextualised and alternative accounts of motivation through time and across culture.
This paper presents a case study applying self-efficacy research, the lifespan theory of control and transitions theory to an individual’s learning trajectory.
Abstract
Research on motivation for learning (or achievement motivation) has flourished in the past 30 years.
Social-cognitive theories dominate the field and have provided many insights, but have been criticised for relying on a traditional methodological base and lacking contextualisation and embeddedness in individual experience. In the current ‘learning age’, sustaining motivation for (often formal/academic) learning across the life span is increasingly expected, but understanding the persistence of such learning across life is not well understood.
Much of the work on motivation for learning is quantitative, employing questionnaires, brief interviews or experimental manipulations. Longitudinal, qualitative research is sparse, though a necessary counterpoint that can provide contextualised and alternative accounts of motivation through time and across culture.
This paper presents a case study applying self-efficacy research, the lifespan theory of control and transitions theory to an individual’s learning trajectory.
Wednesday, 21 November 2012
Sequential attrition of secondary school student interest in IT courses and careers
an article by Catherine Lang, (Swinburne University of Technology, Hawthorn, Australia) published in Information Technology & People Volume 25 Issue 3 (2012)
Abstract
Purpose
This paper aims to present results of interviews with Australian students in junior, middle and senior secondary-school. It also aims to provide a current insight into the declining diversity of the information technology (IT) student cohort that is not captured in the existing literature. Educational psychology theories of self-efficacy shed light on the development of like and dislike towards aspects of IT, it also seeks to consider the career choice decision-making theories and models to understand the cost-benefit dimensions of career choice in young people in the twenty-first century. Socio-cultural factors that condition young women for their expected role in society also apply to career choice and build a theoretical framework for the research.
Design/methodology/approach
Qualitative research methodology of semi-structured focus group interviews were conducted with students of both genders from three different year levels. The interviews were analysed using a meta matrix approach aligned with themes suggested in the literature.
Findings
This research found that IT rarely entered their schematic repertoire of possible future careers, a schematic repertoire strongly influenced by parental opinion and habitus at all stages of education. While it would appear that there is a deficit in student knowledge of what an IT career involves beyond that of the most stereotypical portrayal of a programmer, this deficit of knowledge is evident in both genders. This research found a pattern of factors specific to Information Technology that encouraged some males to choose this career path and a pattern of inhibiting factors that had a stronger negative impact on young women than young men.
Research limitations/implications
It is apparent from this study that the lack of women in IT is not necessarily a gender issue, but an issue embedded in the image of the IT discipline, an image of lower status than most other professional careers.
Practical implications
A positive implication is that there is little differentiation between the genders in IT use, despite greater confidence in technical ability residing with males.
Social implications
A lack of diversity in a workforce is detrimental to creativity and future design. IT professionals, industry and academics need to work together to engender greater interest in this discipline and increase their focus on parents of students.
Originality/value
This paper adds to current theory by suggesting that parents remain the primary influencers to student career and course choices. A second important contribution to current theory is the perpetuation of the poor image that students hold of the IT profession.
Abstract
Purpose
This paper aims to present results of interviews with Australian students in junior, middle and senior secondary-school. It also aims to provide a current insight into the declining diversity of the information technology (IT) student cohort that is not captured in the existing literature. Educational psychology theories of self-efficacy shed light on the development of like and dislike towards aspects of IT, it also seeks to consider the career choice decision-making theories and models to understand the cost-benefit dimensions of career choice in young people in the twenty-first century. Socio-cultural factors that condition young women for their expected role in society also apply to career choice and build a theoretical framework for the research.
Design/methodology/approach
Qualitative research methodology of semi-structured focus group interviews were conducted with students of both genders from three different year levels. The interviews were analysed using a meta matrix approach aligned with themes suggested in the literature.
Findings
This research found that IT rarely entered their schematic repertoire of possible future careers, a schematic repertoire strongly influenced by parental opinion and habitus at all stages of education. While it would appear that there is a deficit in student knowledge of what an IT career involves beyond that of the most stereotypical portrayal of a programmer, this deficit of knowledge is evident in both genders. This research found a pattern of factors specific to Information Technology that encouraged some males to choose this career path and a pattern of inhibiting factors that had a stronger negative impact on young women than young men.
Research limitations/implications
It is apparent from this study that the lack of women in IT is not necessarily a gender issue, but an issue embedded in the image of the IT discipline, an image of lower status than most other professional careers.
Practical implications
A positive implication is that there is little differentiation between the genders in IT use, despite greater confidence in technical ability residing with males.
Social implications
A lack of diversity in a workforce is detrimental to creativity and future design. IT professionals, industry and academics need to work together to engender greater interest in this discipline and increase their focus on parents of students.
Originality/value
This paper adds to current theory by suggesting that parents remain the primary influencers to student career and course choices. A second important contribution to current theory is the perpetuation of the poor image that students hold of the IT profession.
Monday, 6 August 2012
Calling and Career Outcome Expectations: The Mediating Role of Self-efficacy
an article by José F. Domene, University of New Brunswick, Canada) published in Journal of Career Assessment Volume 20 Number 3 (August 2012)
Abstract
Links between young adults’ sense of calling, career outcome expectations, and self-efficacy were examined in a sample of 855 undergraduate students from three universities in Atlantic Canada.
Hierarchical multiple regression revealed that participants’ presence of and search for calling accounted for a small, but significant, portion of the variance in career outcome expectations.
Mediation analysis, conducted separately for each subdimension of calling, revealed that self-efficacy partially mediated the relation between purposeful work and outcome expectations, and fully mediated the relation for the calling dimensions of search for purposeful work, presence of transcendent summons, and presence of a prosocial orientation.
The pattern of findings suggests that the relation between sense of calling and expectations for a successful future occupational outcome is predominantly indirect, working through influencing students’ occupational self-efficacy.
Abstract
Links between young adults’ sense of calling, career outcome expectations, and self-efficacy were examined in a sample of 855 undergraduate students from three universities in Atlantic Canada.
Hierarchical multiple regression revealed that participants’ presence of and search for calling accounted for a small, but significant, portion of the variance in career outcome expectations.
Mediation analysis, conducted separately for each subdimension of calling, revealed that self-efficacy partially mediated the relation between purposeful work and outcome expectations, and fully mediated the relation for the calling dimensions of search for purposeful work, presence of transcendent summons, and presence of a prosocial orientation.
The pattern of findings suggests that the relation between sense of calling and expectations for a successful future occupational outcome is predominantly indirect, working through influencing students’ occupational self-efficacy.
Thursday, 26 July 2012
The devil without and within:
A conceptual model of social cognitive processes whereby discrimination leads stigmatized minorities to become discouraged workers
an article by Peter A. Heslin (University of New South Wales, Sydney, Australia), Myrtle P. Bell (University of Texas–Arlington, USA) and Pinar O. Fletcher (Harvard Business School, Boston, Massachusetts) published in Journal of Organizational Behavior (Special Issue: Coping with Economic Stress) Volume 33 Issue 6 (August 2012)
Abstract
In contrast to the substantial literatures on job loss, underemployment, and re-employment, management scholars have paid scant attention to “discouraged workers,” defined as those who want to work but have ceased looking for work because of labour market-related reasons such as discrimination.
Drawing together the labour economics category of discouraged workers, the diversity literature on employment discrimination, and social cognitive research on careers, we model social cognitive mechanisms whereby discrimination can lead stigmatized minorities to become discouraged workers.
We show how direct effects of discrimination (the “devil without”) can be compounded by its indirect impacts – through minority socialization and identity, struggling role models, learned helplessness, and low job search self-efficacy (collectively, the “devil within”) – to lead stigmatized minorities to become discouraged workers.
Our model of insidious intra- and inter-personal dynamics that can amplify and sustain the demoralization and exclusion that stems from discrimination has implications for researchers, organizations, and those concerned with helping discouraged workers.
Hazel’s comment:
This is an article which bears reading by anyone working in career or employment advice – not that I have yet managed to do so!! I couldn’t find a price for purchase but it is free through subscribing institutions. It is not yet on the shelf in the Social Sciences Reading Room at the British Library and does not appear to be available electronically.
an article by Peter A. Heslin (University of New South Wales, Sydney, Australia), Myrtle P. Bell (University of Texas–Arlington, USA) and Pinar O. Fletcher (Harvard Business School, Boston, Massachusetts) published in Journal of Organizational Behavior (Special Issue: Coping with Economic Stress) Volume 33 Issue 6 (August 2012)
Abstract
In contrast to the substantial literatures on job loss, underemployment, and re-employment, management scholars have paid scant attention to “discouraged workers,” defined as those who want to work but have ceased looking for work because of labour market-related reasons such as discrimination.
Drawing together the labour economics category of discouraged workers, the diversity literature on employment discrimination, and social cognitive research on careers, we model social cognitive mechanisms whereby discrimination can lead stigmatized minorities to become discouraged workers.
We show how direct effects of discrimination (the “devil without”) can be compounded by its indirect impacts – through minority socialization and identity, struggling role models, learned helplessness, and low job search self-efficacy (collectively, the “devil within”) – to lead stigmatized minorities to become discouraged workers.
Our model of insidious intra- and inter-personal dynamics that can amplify and sustain the demoralization and exclusion that stems from discrimination has implications for researchers, organizations, and those concerned with helping discouraged workers.
Hazel’s comment:
This is an article which bears reading by anyone working in career or employment advice – not that I have yet managed to do so!! I couldn’t find a price for purchase but it is free through subscribing institutions. It is not yet on the shelf in the Social Sciences Reading Room at the British Library and does not appear to be available electronically.
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.
Tuesday, 17 April 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.
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.
Monday, 6 February 2012
Explaining career decision-making self-efficacy: Personality, cognitions, and cultural mistrust
and article by by Emily Bullock-yowell, Lindsay Andrews and Mary E Buzzetta published in The Career Development Quarterly Volume 59 Issue 5 (2011)
Abstract
The authors explore the hypothesis that career decision-making self-efficacy could be affected by negative career thoughts, Big Five personality factors, and cultural mistrust in a sample of African American and Caucasian college students.
Findings demonstrated that negative career thinking, openness, and conscientiousness explained a significant amount of variance in career decision-making self-efficacy in a general sample of college students, but no unique variance was explained by cultural mistrust in a sample of African American college students.
Hazel’s comment:
Yet another article which tells me that if I think I’m rubbish then I will be. Not good.
Abstract
The authors explore the hypothesis that career decision-making self-efficacy could be affected by negative career thoughts, Big Five personality factors, and cultural mistrust in a sample of African American and Caucasian college students.
Findings demonstrated that negative career thinking, openness, and conscientiousness explained a significant amount of variance in career decision-making self-efficacy in a general sample of college students, but no unique variance was explained by cultural mistrust in a sample of African American college students.
Hazel’s comment:
Yet another article which tells me that if I think I’m rubbish then I will be. Not good.
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