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Neuenschwander MP, Ramseier L, Hofmann J. Adolescents' effort in vocational education and training and upper secondary general education: Analyses of stability, determinants, and group differences. J Adolesc 2024. [PMID: 38235977 DOI: 10.1002/jad.12293] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/31/2023] [Revised: 01/03/2024] [Accepted: 01/05/2024] [Indexed: 01/19/2024]
Abstract
INTRODUCTION The effort adolescents make determines the risk for dropping out of vocational education and training (VET) early and their chances of graduating upper secondary education. Studies have shown that adolescents' efforts decrease during the transition to upper secondary general education and increases for the transition to VET. In this study, we examined adolescent self-efficacy in lower secondary education, adolescent-instructor relationship (AIR) in VET and general education, and perceived person-environment fit (PEF) as predictors of adolescent effort. METHOD We calculated two longitudinal multigroup structural equation models. Group 1 comprised 1266 (mean age in T1 = 15.7 years; female: 44%) lower secondary education graduates who moved on to VET with two learning contexts, company and vocational school in Switzerland. Group 2 included 517 (mean age in T1 = 15.7 years; female: 44%) lower secondary education graduates who moved on to upper secondary general education and thus stayed in a school. Adolescents' survey data was collected in 2016 and 2017. RESULTS Self-efficacy in lower secondary education and AIR in upper secondary education indirectly predicted effort in upper secondary education via PEF, controlling for effort in lower secondary education. Findings were similar for general education and vocational school. However, the effects differed between company and general education (moderation). The positive effect of AIR on PEF was statistically significantly weaker for adolescents in general education than for adolescents in VET and their company learning context. CONCLUSION We discuss strategies to enhance adolescents' efforts in upper secondary education.
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Affiliation(s)
- Markus P Neuenschwander
- Center for Learning and Socialization, Institute for Research and Development, School of Teacher Education, University of Applied Sciences and Arts Northwestern Switzerland, Windisch, Switzerland
| | - Lukas Ramseier
- Center for Learning and Socialization, Institute for Research and Development, School of Teacher Education, University of Applied Sciences and Arts Northwestern Switzerland, Windisch, Switzerland
| | - Jan Hofmann
- Center for Learning and Socialization, Institute for Research and Development, School of Teacher Education, University of Applied Sciences and Arts Northwestern Switzerland, Windisch, Switzerland
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Mussagulova A, Chng S, Goh ZAG, Tang CJ, Jayasekara DN. When is a career transition successful? a systematic literature review and outlook (1980-2022). Front Psychol 2023; 14:1141202. [PMID: 37809315 PMCID: PMC10552927 DOI: 10.3389/fpsyg.2023.1141202] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/10/2023] [Accepted: 04/28/2023] [Indexed: 10/10/2023] Open
Abstract
A definition of career transitions was initially proposed by Louis in 1980. The pace of career transitions has since increased, unraveling traditional linear career pathways. Despite this, we have inadequate knowledge about what defines successful career transitions. Hence, we conducted a systematic review of the scholarship to understand how career transition success is operationalized and to identify research gaps and directions. We identified and reviewed 244 articles published from 1980 to 2022. We found that career transition success outcomes studied fall under the self-referent category, with the outcomes in the other-referent category absent. Further, most studies rely on a mix of objective and subjective success criteria, with no study considering possible interactions between the two. The review revealed a fragmented scholarship of career transition success and an urgency to broaden investigations of career transition success criteria given rapidly evolving employment trends globally.
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Affiliation(s)
- Assel Mussagulova
- Lee Kuan Yew Centre for Innovative Cities, Singapore University of Technology and Design, Singapore, Singapore
| | - Samuel Chng
- Lee Kuan Yew Centre for Innovative Cities, Singapore University of Technology and Design, Singapore, Singapore
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Chan CC. Analyzing Factors Influencing College Athletes’ Career Actions Using Social Cognitive Career Self-Management Model. JOURNAL OF CAREER DEVELOPMENT 2022. [DOI: 10.1177/08948453221141441] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
Abstract
This study examines the career actions of college athletes and factors influencing the process by integrating the concept of goal setting in a social cognitive career self-management model. The author used a questionnaire survey to collect data. In total, 675 valid questionnaires were returned. The data obtained were statistically analyzed using structural equation modeling. The results show that our career action model for college athletes has an acceptable fit with the sample data. The results reveal that career self-efficacy, outcome expectations, career goals, career barriers, and goal adjustment are keys in college athletes’ career actions. The findings can serve as a reference to develop career counseling strategies for college athletes. This study not only expands the scope of research on career development counseling for athletes, but also increases the applicability and explanatory power of CSM theory.
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Affiliation(s)
- Chun-Chen Chan
- Department of Physical Education and Sport Sciences, National Taiwan Normal University, Taipei, Taiwan
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4
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Nam BH, Marshall RC. Social cognitive career theory: The experiences of Korean college student-athletes on dropping out of male team sports and creating pathways to empowerment. Front Psychol 2022; 13:937188. [PMID: 36237676 PMCID: PMC9552822 DOI: 10.3389/fpsyg.2022.937188] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/05/2022] [Accepted: 09/13/2022] [Indexed: 11/13/2022] Open
Abstract
The South Korean elite sport system is facing a wide range of problems that account for the high dropout rate among college student-athletes. However, research on dropout rates of student-athletes is so far been limited, which amplifies the actual voices of this group, their dropout experiences, and their challenges, while they were in the career transition process. Therefore, this study used a critical phenomenological approach as a primary methodological lens to gather information on 15 formal Korean male college student-athletes on dropping out of team sports, exploring their life challenges during their career transitions out of the sport. The result showed two main thematic categories with sub-themes, which include (1) factors affecting burning out and terminating athletic careers: (a) injury and failure of rehabilitation and (b) bullying and abandonment; and (2) factors hindering post-retirement career advancement: (a) prejudice and exclusion and (b) absence of mentors and counselors. This study used Social Cognitive Career Theory to explore the participants' progression through specific interventions that engage and empower. Overall, the current study calls upon researchers, counselors, and administrators to continue exploring advocacy efforts with this population to alter policy and practice.
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Affiliation(s)
- Benjamin H. Nam
- School of Education, Shanghai International Studies University, Shanghai, China
- *Correspondence: Benjamin H. Nam
| | - Racheal C. Marshall
- Graduate and Professional Studies in Education, California State University, Sacramento, Sacramento, CA, United States
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Wong B, Chiu YLT, Murray ÓM, Horsburgh J. End of the road? The career intentions of under-represented STEM students in higher education. INTERNATIONAL JOURNAL OF STEM EDUCATION 2022; 9:51. [PMID: 35966573 PMCID: PMC9362640 DOI: 10.1186/s40594-022-00366-8] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/15/2021] [Accepted: 07/16/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND The analogy of the leaky pipeline has been used to describe STEM education, with lower student diversity from compulsory to post-compulsory education and beyond. Although extensive research has explored the views and experiences of school-aged children about STEM, fewer studies have examined the career intentions of STEM students at university, especially those from under-represented backgrounds (e.g., racial/ethnic minority, women and working class students). This paper draws on a large qualitative study that interviewed 110 under-represented STEM undergraduates in the UK. We focus on students' STEM career intentions and the likely directions of their post-degree trajectories, drawing on the lenses of science identity and Social Cognitive Career Theory. RESULTS Three pathways were identified. The first group plans to pursue a career in or from STEM. While social inequalities may persist, the potential impact of these challenges may be neutralised by the personal drive and passion of STEM career-oriented students, who seem committed to drive into an STEM future. The second group stated intentions for non-STEM-related careers, leaving the STEM pipeline. The reasons students gave for their imminent departure from STEM are the better financial reward on offer in some non-STEM sectors, especially in finance and business, as well as wider social inequalities and stereotypes. The third group was undecided, those who are uncertain or unclear about their futures. Students described a general lack of direction or clear career pathway, from a complete lack of career ideas to an overload of options. CONCLUSIONS We conclude with a reminder that the STEM pipeline is far from secured or equitable, despite apparent progress in participation and representation. We reiterate the importance of fostering a diverse, inclusive and supportive learning environment that maximises the participation, strengths and potential of all students, especially those from under-represented backgrounds. While it is not uncommon for STEM students to pursue careers outside of STEM, we need to be wary that those who exit the STEM pipeline are not forced off the road by social inequalities and exclusions. SUPPLEMENTARY INFORMATION The online version contains supplementary material available at 10.1186/s40594-022-00366-8.
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Affiliation(s)
- Billy Wong
- University of Reading, Reading, RG1 5EX UK
| | - Yuan-Li Tiffany Chiu
- Centre for Higher Education Research and Scholarship, Imperial College London, Exhibition Road, London, SW7 2AZ UK
| | - Órla Meadhbh Murray
- Centre for Higher Education Research and Scholarship, Imperial College London, Exhibition Road, London, SW7 2AZ UK
| | - Jo Horsburgh
- Centre for Higher Education Research and Scholarship, Imperial College London, Exhibition Road, London, SW7 2AZ UK
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Sellars N, Jacobs BL, Wendry B. Using Social Cognitive Career Theory to explore the underrepresentation of women in Sport Management degree programs. MANAGING SPORT AND LEISURE 2022. [DOI: 10.1080/23750472.2022.2096673] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
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Sevilla MP, Snodgrass Rangel V. Gender Differences in STEM Career Development in Postsecondary Vocational-Technical Education. A Social Cognitive Career Theory Test. JOURNAL OF CAREER DEVELOPMENT 2022. [DOI: 10.1177/08948453221086979] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Existing inequalities in STEM-related vocational-technical education (VTE) programs are more prevalent than within 4-year programs. Situated in Chile, this study tests whether Social Cognitive Career Theory (SCCT) adequately explains career development among students enrolled in STEM-VTE programs. In doing so, it also examines how external factors such as supports, barriers, and secondary track differentially affect career development by gender. Using a sample of 698 students in their second year of STEM-VTE studies, we confirmed that the SCCT model produced a good fit for the data in this alternative institutional setting. The findings also showed few gender differences in the effects of external factors on self-efficacy and career expectations, except for teaching support that substantially alters these cognitive factors to more extent among males than females. Moreover, although self-efficacy beliefs were similar between gender, gains in career expectations due to these beliefs are lower for female students. We conclude by discussing implications for future research and practice.
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Young Adults’ Self-Regulatory Responses to Positive Career Goal Discrepancies: Testing Cross-Lagged Relationships. JOURNAL OF CAREER ASSESSMENT 2022. [DOI: 10.1177/10690727211068106] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Researchers have assessed young people’s outcomes when they do not meet their career goals, but little is known about the consequences when they do better than expected (positive discrepancies). We (a) tested the cross-lagged relationships between positive career goal discrepancies and the career-related outcomes of upward goal revision, career exploration, and career coasting, and (b) assessed the indirect relationships between positive career goal discrepancy and outcomes through self-efficacy and outcome expectations. Using a sample of 314 young adults (76% female, Mage 19.13 years), we found that the standard causation model was the most parsimonious. Positive discrepancies predicted more upward goal revision and exploration and less coasting after a 6-month time lag, both directly and indirectly through outcome expectations. The findings highlight the importance of positive career goal appraisals in career goal setting, exploration, management and clarify the roles of agency (self-efficacy and outcome expectations) as explanatory mechanisms in these relationships.
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9
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Factors Associated with the Development of Secondary School Students’ Interest towards STEM Studies. EDUCATION SCIENCES 2021. [DOI: 10.3390/educsci11110746] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
The aim of this study is to investigate the predictive factors that predispose secondary school students’ interest in studying STEM (Science, Technology, Engineering, and Mathematics) fields in higher education. For this purpose, an already existing questionnaire was used and modified properly, according to the Greek educational system. The survey was attended by 301 secondary school students, who study in Piraeus, one of the largest cities in Greece. Research findings indicated that the principles of Social Cognitive Career Theory (SCCT) are well supported. It is worth mentioning that this is the first time that such a number of variables had been examined, in order to support the SCCT. In particular, very few studies exist in literature—to the best of our knowledge—investigating the effect of more than four factors influencing students’ interest towards STEM higher studies. Learning experiences, students’ exposure to STEM activities within the school environment and outside of it (OR = 0.071, p = 0.002), as well as their involvement with high difficulty STEM courses (OR = 0.203, p = 0.038), appear to be positively correlated with the development of interest towards studies in the STEM fields. In addition, students from low-income families are more likely to follow STEM studies (OR = 0.198, p = 0.034). On the contrary, it has been revealed that parental educational background only supports the student’s decision to continue studies after high school, without specifying the educational field in higher education (OR = 0.769, p = 0.703; father’s educational level, OR = 0.698, p = 0.552; mother’s educational level). Data revealed that outcome expectations and self-efficacy (OR = 14.366, p = 0.005) are positively related to the procedure of students’ interest development to pursue STEM fields in higher education, while gender seems to be a non-regulatory factor (OR = 0.886, p = 0.831).
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Twenty years of gender equality research: A scoping review based on a new semantic indicator. PLoS One 2021; 16:e0256474. [PMID: 34547029 PMCID: PMC8454943 DOI: 10.1371/journal.pone.0256474] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/25/2021] [Accepted: 08/06/2021] [Indexed: 11/19/2022] Open
Abstract
Gender equality is a major problem that places women at a disadvantage thereby stymieing economic growth and societal advancement. In the last two decades, extensive research has been conducted on gender related issues, studying both their antecedents and consequences. However, existing literature reviews fail to provide a comprehensive and clear picture of what has been studied so far, which could guide scholars in their future research. Our paper offers a scoping review of a large portion of the research that has been published over the last 22 years, on gender equality and related issues, with a specific focus on business and economics studies. Combining innovative methods drawn from both network analysis and text mining, we provide a synthesis of 15,465 scientific articles. We identify 27 main research topics, we measure their relevance from a semantic point of view and the relationships among them, highlighting the importance of each topic in the overall gender discourse. We find that prominent research topics mostly relate to women in the workforce-e.g., concerning compensation, role, education, decision-making and career progression. However, some of them are losing momentum, and some other research trends-for example related to female entrepreneurship, leadership and participation in the board of directors-are on the rise. Besides introducing a novel methodology to review broad literature streams, our paper offers a map of the main gender-research trends and presents the most popular and the emerging themes, as well as their intersections, outlining important avenues for future research.
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11
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Schelfhout S, Wille B, Fonteyne L, Roels E, Derous E, De Fruyt F, Duyck W. How interest fit relates to STEM study choice: Female students fit their choices better. JOURNAL OF VOCATIONAL BEHAVIOR 2021. [DOI: 10.1016/j.jvb.2021.103614] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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12
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Zhang G, Yue X, Ye Y, Peng MYP. Understanding the Impact of the Psychological Cognitive Process on Student Learning Satisfaction: Combination of the Social Cognitive Career Theory and SOR Model. Front Psychol 2021; 12:712323. [PMID: 34512469 PMCID: PMC8427433 DOI: 10.3389/fpsyg.2021.712323] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/20/2021] [Accepted: 07/14/2021] [Indexed: 11/13/2022] Open
Abstract
In higher education, student learning satisfaction is a significant predictor of learning that indicates the commitment students have to their learning and future academic achievement. The study combines the social cognitive career theory (SCCT) and the stimulus-organism-response (SOR) model to explore the psychological cognition and attitudes derived from students during their learning, discusses the pattern of student learning satisfaction enhancement from the aspect of process, and further understands the relationships among social support systems, interaction relationships, self-efficacy, generic skills, and learning satisfaction. In this study, 800 valid copies of questionnaires were collected from 12 universities through purposive sampling, and the structural model was analyzed by partial least squares structural equation modeling (PLS-SEM). The results showed that the relationships among all the constructs were positive and showed a significant effect; furthermore, the research results showed that self-efficacy and student generic skills had a significantly indirect effect in the model-specifically, a mediating effect. Finally, corresponding theoretical and practical implications were put forward based on the research results.
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Affiliation(s)
- Guihua Zhang
- Department of Business, Yeungnam University, Gyeongsan, South Korea
| | - Xiaoyao Yue
- Graduate School of Human Sciences, Assumption Universtiy, Bangkok, Thailand
| | - Yan Ye
- Graduate School of Education, Stamford International University, Bangkok, Thailand
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13
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Cabell AL. Career Search Self‐Efficacy and STEM Major Persistence. THE CAREER DEVELOPMENT QUARTERLY 2021. [DOI: 10.1002/cdq.12256] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- Autumn L. Cabell
- Department of Counseling and Special Education DePaul University
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Nilsson K, Nilsson E. Organisational Measures and Strategies for a Healthy and Sustainable Extended Working Life and Employability-A Deductive Content Analysis with Data Including Employees, First Line Managers, Trade Union Representatives and HR-Practitioners. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:5626. [PMID: 34070299 PMCID: PMC8197545 DOI: 10.3390/ijerph18115626] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 03/12/2021] [Revised: 05/06/2021] [Accepted: 05/18/2021] [Indexed: 11/16/2022]
Abstract
Due to the global demographic change many more people will need to work until an older age, and organisations and enterprises need to implement measures to facilitate an extended working life. The aim of this study was to investigate organisational measures and suggestions to promote and make improvements for a healthy and sustainable working life for all ages in an extended working life. This is a qualitative study, and the data were collected through both focus group interviews and individual interviews that included 145 participants. The study identified several suggestions for measures and actions to increase employability in the themes: to promote a good physical and mental work environment; to promote personal financial and social security; to promote relations, social inclusion and social support in the work situation; and to promote creativity, knowledge development and intrinsic work motivation, i.e., based on the spheres of determination in the theoretical swAge-model (sustainable working life for all ages). Based on the study results a tool for dialogue and discussion on employee work situation and career development was developed, and presented in this article. Regular conversations, communication and close dialogue are needed and are a prerequisite for good working conditions and a sustainable working environment, as well as to be able to manage employees and develop the organisation further. The identified measures need to be revisited regularly throughout the employees' entire working life to enable a healthy and sustainable working life for all ages.
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Affiliation(s)
- Kerstin Nilsson
- Division of Occupational and Environmental Medicine, Lund University, 223 81 Lund, Sweden;
- Department of Public Health, Kristianstad University, 291 88 Kristianstad, Sweden
| | - Emma Nilsson
- Division of Occupational and Environmental Medicine, Lund University, 223 81 Lund, Sweden;
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McKenzie S, Coldwell-Neilson J, Palmer S. Integrating career development into an undergraduate IT curriculum at an Australian University. EDUCATION AND INFORMATION TECHNOLOGIES 2021; 26:5971-5990. [PMID: 33994834 PMCID: PMC8111375 DOI: 10.1007/s10639-021-10567-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 03/22/2021] [Accepted: 04/23/2021] [Indexed: 06/12/2023]
Abstract
Career development is a multifaceted, life-stage-dependant and discipline-specific process that is difference for every decision maker. During their time at university, students are building upon their career choice through discipline-specific activities yet many still find the transition into the workforce problematic, particularly for those in the discipline of IT. With the varied nature of the labour market in Australia, it is more important than ever before for universities to assist students in their career development through various opportunities for career education. With this in mind, this research asked: What career development model, and curriculum recommendations, can support IT students to be better prepared for life after university to achieve their graduate outcomes? To answer this, this research will present how career education has been implemented in undergraduate IT education at Deakin University in Australia. In addition, this paper demonstrates how a career development model together with appropriate curriculum resources can assist in addressing students' career needs, specifically for the IT context. The model will help educators' better support students to build their career interest and navigate the changing labour market.
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Affiliation(s)
- Sophie McKenzie
- School of Information Technology, Deakin University, Geelong, VIC Australia
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Dos Santos LM. Developing Bilingualism in Nursing Students: Learning Foreign Languages beyond the Nursing Curriculum. Healthcare (Basel) 2021; 9:healthcare9030326. [PMID: 33799427 PMCID: PMC8001396 DOI: 10.3390/healthcare9030326] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/09/2021] [Revised: 03/05/2021] [Accepted: 03/11/2021] [Indexed: 01/03/2023] Open
Abstract
Nursing curriculum usually focuses on vocational development to train students to become nursing professionals after graduation. However, due to the packed major schedule and curriculum, many students are not required to take additional foreign language courses for their associate degree. Based on the lens of social cognitive career theory, the researcher sought to understand the motivations and reasons behind the learning behaviours. One research question was guided in this study, which was, what are the motivations and reasons for taking foreign language courses beyond their (i.e., nursing students) major curriculum and coursework plan? A qualitative research method was employed to collect interview data from 60 nursing students. The finding of this study indicated that the interest in career development and personal consideration were two of the most important factors for foreign language learning for these groups of nursing students. The results of this study provided recommendations for college leaders, government agencies, and policymakers to reform and polish foreign language courses and offer directions to contemporary students of the nursing curriculum. Students may also be benefitted as the study outlined the motivations and reasons for foreign language learning. Therefore, all parties may take this study as a blueprint to exercise their future developments.
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Affiliation(s)
- Luis M Dos Santos
- Woosong Language Institute, Woosong University, Daejeon 34514, Korea
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Park I, Hai S, Akkermans J, Verbruggen M. Positive Affect and Career Decision‐Making: The Moderating Role of Interpersonal Spin. THE CAREER DEVELOPMENT QUARTERLY 2021. [DOI: 10.1002/cdq.12248] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- In‐Jo Park
- Department of Psychology Henan University
| | | | - Jos Akkermans
- School of Business and Economics Vrije Universiteit Amsterdam
| | - Marijke Verbruggen
- Department of Work and Organization Studies Katholieke Universiteit Leuven
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Neuenschwander MP, Hofmann J. Career Decision, Work Adjustment, and Person–Job Fit of Adolescents: Moderating Effects of Parental Support. JOURNAL OF CAREER DEVELOPMENT 2021; 49:76-89. [PMID: 35300365 PMCID: PMC8918879 DOI: 10.1177/0894845321995960] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
Abstract
We applied the social cognitive model of work satisfaction to the transition from lower secondary education to work in Switzerland and combined career decision and adjustment to work. The model assumes that self-efficacy affects career decision outcomes and adjustment after transition to work. Self-efficacy interacts with parental support during career decision making. We tested the model using a longitudinal sample of 603 adolescents who filled out questionnaires in seventh grade, ninth grade, and 1 year after starting work. Structural equation models showed that parental support weakens the effect of self-efficacy on anticipated person–job fit and expectations of work conditions (moderation). Expectations of work conditions and a company’s support help newcomers to attain a high perceived person–job fit. These findings have several implications on how to support adolescents’ school-to-work transition.
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Affiliation(s)
- Markus P. Neuenschwander
- Center for Learning and Socialization, University of Applied Sciences and Arts Northwestern Switzerland, Windisch, Switzerland
| | - Jan Hofmann
- Center for Learning and Socialization, University of Applied Sciences and Arts Northwestern Switzerland, Windisch, Switzerland
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Blaese R, Noemi S, Brigitte L. Should I Stay, or Should I Go? Job satisfaction as a moderating factor between outcome expectations and entrepreneurial intention among academics. INTERNATIONAL ENTREPRENEURSHIP AND MANAGEMENT JOURNAL 2021; 17:1357-1386. [PMCID: PMC8215324 DOI: 10.1007/s11365-021-00744-8] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 01/27/2021] [Indexed: 06/14/2023]
Abstract
Both psychological and entrepreneurship research have highlighted the pivotal role of job satisfaction in the process of entrepreneurial career decisions. In support of this, mounting evidence point to inter-relationships between entrepreneurial intention, job satisfaction, and organizational commitment. Prior research operationalized entrepreneurial careers as an escape from poor work environments; thus, there is a lack of understanding regarding how job-satisfaction can trigger entrepreneurship within and related to the environment of universities. This study, draws on Social Cognitive Career Theory and the concept of entrepreneurial intention, to address whether the role of job satisfaction is a moderating factor between outcome expectations and entrepreneurial intention. Furthermore, we examine to what extent (I) entrepreneurial intention and (II) spin-off intention are determined by certain outcome expectations and perceived behavioral control. To address these questions this study examined academic researchers in specialized and non-technical fields and builds on a survey of 593 academic researchers at Swiss Universities of Applied Science. The results showed that outcome expectations are a significant predictor for entrepreneurial intentions, in general, and spin-off intentions, in particular. A multi-group analysis corroborated that job satisfaction operates as a motivational factor in entrepreneurial transition and interactions with entrepreneurial outcome expectations. In conclusion, the concept of job satisfaction and Social Cognitive Career Theory were powerful constructs to better the understand the process of entrepreneurial career decisions by academic researchers.
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Affiliation(s)
- Richard Blaese
- Department of Social Psychology, University of Basel, Missionsstrasse 64A, CH-4055 Basel, Switzerland
- University of Applied,Sciences Northwestern Switzerland, Olten, Switzerland
| | - Schneider Noemi
- University of Applied,Sciences Northwestern Switzerland, Olten, Switzerland
| | - Liebig Brigitte
- Department of Social Psychology, University of Basel, Missionsstrasse 64A, CH-4055 Basel, Switzerland
- University of Applied,Sciences Northwestern Switzerland, Olten, Switzerland
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Pidduck RJ, Shaffer MA, Zhang Y, Clark DR. Unpacking the emergence of born global founders: A careers perspective. JOURNAL OF SMALL BUSINESS MANAGEMENT 2020. [DOI: 10.1080/00472778.2020.1816432] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Affiliation(s)
- Robert J. Pidduck
- Department of Management & Entrepreneurship, Strome College of Business, Old Dominion University, USA
| | - Margaret A. Shaffer
- Division of Management & International Business, Price College of Business, University of Oklahoma, USA
| | - Yejun Zhang
- Department of Management, Robert C. Vackar College of Business & Entrepreneurship, University of Texas Rio Grande Valley, USA
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21
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Sadeghi A, Mahdavi F. Social-Cognitive Predictors of Iranian College Students’ Academic Well-Being. JOURNAL OF CAREER DEVELOPMENT 2020. [DOI: 10.1177/0894845319826275] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
The purpose of this study was to examine the application of Lent and Brown’s social-cognitive model in predicting academic well-being of Iranian students. A total of 400 undergraduate students (252 female students and 148 male students) completed the measures of academic satisfaction, self-efficacy, environmental support, goal progress, and personality traits. Path analysis indicated that the modified social-cognitive model provided good fit to the data and accounted for substantial portion of the variance in academic satisfaction. The results of path analysis showed that self-efficacy, goal progress, environmental supports, and resources both directly and indirectly had relationship with academic well-being. It was revealed that only one of the personality traits (conscientiousness) had a direct and significant correlation with students’ academic well-being. However, neuroticism, conscientiousness, and extroversion had indirect and significant correlations with academic well-being through self-efficacy, environmental supports, and resources. According to the obtained findings, this research supported the role of social-cognitive variables in the academic well-being of Iranian students.
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Affiliation(s)
- Ahmad Sadeghi
- Department of Counseling, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran
| | - Fatemeh Mahdavi
- Department of Counseling, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran
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22
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Sui L, Qin H, Ned J, Sun L. Personality traits and job exploration among Latino business students: An exploratory investigation. PSYCHOLOGY IN THE SCHOOLS 2020. [DOI: 10.1002/pits.22434] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Affiliation(s)
- Lu Sui
- Department of Finance Shandong Technology and Business University Yantai China
| | - Hong Qin
- Department of Information Systems University of Texas Rio Grande Valley Edinburg Texas USA
| | - John Ned
- Department of Economics and Finance University of Texas Rio Grande Valley Edinburg Texas USA
| | - Lijuan Sun
- Department of Finance, Zeigler Collegeof Business Bloomsburg University ofPennsylvania Bloomsburg Pennsylvania USA
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Lee Y, Kim Y, Im S, Lee E, Yang E. Longitudinal Associations Between Vocational Identity Process and Career Goals. JOURNAL OF CAREER DEVELOPMENT 2020. [DOI: 10.1177/0894845320955237] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Vocational identity develops through the interplay between process and content dimensions. A three-wave longitudinal study investigated how identity process dimensions (in-breadth exploration, in-depth exploration, commitment making, identification with commitment, self-doubt, flexibility) and content dimensions represented by career goals (intrinsic goals, extrinsic goals) are interconnected across time. Participants were 327 full-time college students in South Korea at Time 1, 253 at Time 2, and 227 at Time 3. They rated values associated with their current career goal and completed the Vocational Identity Status Assessment 3 times with a 6-month interval. The autoregressive cross-lagged path analysis found positive reciprocal associations between intrinsic career goals and identification with commitment. Furthermore, intrinsic career goals positively predicted in-depth exploration, and self-doubt negatively predicted intrinsic career goals. These findings support the reciprocal relationships between vocational identity process and career goals in general, and between intrinsic career goals and the commitment dimension of identity more specifically.
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Affiliation(s)
- Yuyoung Lee
- Department of Psychology, Korea University, Seoul, South Korea
| | - Youngjae Kim
- Department of Psychology, Korea University, Seoul, South Korea
| | - Sojeong Im
- Department of Psychology, Korea University, Seoul, South Korea
| | - Eunbi Lee
- Department of Psychology, Korea University, Seoul, South Korea
| | - Eunjoo Yang
- Department of Psychology, Korea University, Seoul, South Korea
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Dos Santos LM. I Want to Become a Registered Nurse as a Non-Traditional, Returning, Evening, and Adult Student in a Community College: A Study of Career-Changing Nursing Students. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17165652. [PMID: 32764437 PMCID: PMC7491195 DOI: 10.3390/ijerph17165652] [Citation(s) in RCA: 14] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 07/20/2020] [Revised: 08/03/2020] [Accepted: 08/03/2020] [Indexed: 12/12/2022]
Abstract
The current significant human resource and workforce shortages of registered nurses (RNs) are impacting urban, suburban, and rural hospitals and healthcare facilities all over the globe, regardless of the entities’ economic and financial backgrounds. The purpose of this research study is to understand why non-traditional, returning, evening, and adult (NTREA) students decided to enrol at the Associate Degree in Nursing programme during their mid-adulthood? 40 s-career nursing students who are pursuing their nursing programme were invited to individual interview sessions and focus group activities on sharing and expressing the motivations in the New England region in the United States. Based on the theoretical framework of Social Cognitive Career Theory, the researcher concluded that family consideration and higher social status were two of the major themes. The study provided a blueprint for human resource professionals, health and social caring leaders, government agencies, policymakers, and researchers to reform their current nursing curriculum and health workforce policy to attract potential second-career nursing joining the nursing profession.
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How Does COVID-19 Pandemic Influence the Sense of Belonging and Decision-Making Process of Nursing Students: The Study of Nursing Students' Experiences. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17155603. [PMID: 32756506 PMCID: PMC7432888 DOI: 10.3390/ijerph17155603] [Citation(s) in RCA: 30] [Impact Index Per Article: 7.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/29/2020] [Revised: 07/30/2020] [Accepted: 08/01/2020] [Indexed: 12/13/2022]
Abstract
Financial consideration, internal and external influence, personal goal, and educational achievement always influence the decision-making process and behavior of individuals. Using nursing students as the population, the researcher employed the Social Cognitive Career Theory as the theoretical framework to examine the nursing human resources shortages and how would the COVID-19 pandemic influence the experiences, sense of belonging, and career decision-making process of 58 nursing students in South Korea. The researcher categorized the sharing into two groups, which were before the influence of the COVID-19 pandemic, and the changes during the COVID-19 pandemic. The results indicated that financial consideration was the significant reason why South Korean nursing students decided to study nursing regardless of the COVID-19 pandemic. More importantly, almost all participants decided to leave the nursing profession due to the COVID-19 pandemic and the consideration between financial factor and personal sacrifice. The outcomes of this study provided a blueprint for human resources professionals, government leaders, policymakers, school leaders, and hospital managers to reform their current curriculum and human resources planning to overcome the potential human resources gaps in the soon future due to the COVID-19 pandemic.
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Dos Santos LM. The Challenges of Public Health, Social Work, and Psychological Counselling Services in South Korea: The Issues of Limited Support and Resource. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17082771. [PMID: 32316459 PMCID: PMC7215367 DOI: 10.3390/ijerph17082771] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 04/01/2020] [Revised: 04/15/2020] [Accepted: 04/16/2020] [Indexed: 11/16/2022]
Abstract
Public health, social work, and psychological counselling professions in South Korea are facing challenges of human resource shortage and shortage of professionals who can provide multilingual services. The purpose of this study was to explore and understand why public health, social work, and psychological counselling services degree graduates and professionals with multilingual skills in South Korea decide to leave their professional field to the hospitality and business industries, particularly for those who completed their initial training at one of the international universities. Based on the approach of the Social Cognitive Career Theory, individuals’ self-efficacy, outcome expectations, interests, and goals were examined and considered. The data were collected from 12 participants with the methodology of interpretative phenomenological analysis. The general inductive approach was employed to categorize the themes for reporting. The results indicated that public health, social work, and psychological counselling services-related positions are not available, modelling from peers, and lack of career development skills are the primary difficulties of public health, social work, and psychological counselling services graduates. The completion of this study provides clear recommendations to educators, policymakers, school leaders, human resource planners, and university administrators to improve their curricula and school counselling for public health, social work, and psychological counselling services graduates and the next generation.
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Park S, Park SY. Career adaptability of South Korean engineering students. EUROPEAN JOURNAL OF TRAINING AND DEVELOPMENT 2020. [DOI: 10.1108/ejtd-10-2019-0181] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Purpose
The purpose of this study is to examine the role of mastery goal orientation, support for career development, career decision-making self-efficacy and engineering interest in career adaptability for engineering students.
Design/methodology/approach
Data were collected from 307 Korean engineering students from two universities. Structural equation modeling was used to analyze data and examine the relationships among the variables.
Findings
The results indicated that the level of mastery of goal orientation and support for career development significantly affected career decision-making self-efficacy. Engineering students’ career decision-making self-efficacy also positively influenced their engineering interests and career adaptability. Finally, the students’ engineering interest positively affected their career adaptability.
Originality/value
This study demonstrated that important factors for career planning and development need to be successively considered during the career choice process by linking it to career decision-making self-efficacy, engineering interest and career adaptability (career choice action), in consecutive order.
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Wendling E, Sagas M. An Application of the Social Cognitive Career Theory Model of Career Self-Management to College Athletes' Career Planning for Life After Sport. Front Psychol 2020; 11:9. [PMID: 32038437 PMCID: PMC6993061 DOI: 10.3389/fpsyg.2020.00009] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/27/2019] [Accepted: 01/06/2020] [Indexed: 11/13/2022] Open
Abstract
Drawing on Lent and Brown (2013) recently developed Social Cognitive Career Theory (SCCT) model of Career Self-Management (CSM), we aimed to determine the key predictors and underlying theoretical mechanisms of college athletes' career planning processes for life after sport. Ten variables were operationalized (i.e., career planning for life after sport, career decision self-efficacy, career goals, perceived career planning support from coaches, perceived career planning barriers, conscientiousness, openness, extraversion, neuroticism, and agreeableness) to assess the hypothesized CSM model. A survey design was utilized on a sample of 538 NCAA Division I college athletes in the United States to test the model. The measurement and hypothesized models were tested using Partial Least Squares Structural Equation Modeling (PLS-SEM). The measurement model demonstrated satisfactory reliability and validity for all measures. Several significant direct, indirect, and moderating relationships of the cognitive, contextual, and personality variables on career planning were observed. The CSM model was found to be a useful theoretical framework that explained 62.7% of the variance on career planning. The model, along with the validated measures that support it, can help both researchers and practitioners to leverage facilitating (i.e., self-efficacy, career goals, conscientiousness, openness, and extraversion) and impeding (i.e., career barriers) factors of the career planning processes in their work.
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Affiliation(s)
- Elodie Wendling
- Department of Sport Management, University of Florida, Gainesville, FL, United States
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Abstract
BACKGROUND A nursing faculty shortage means fewer nurses, exacerbating nursing shortages. PURPOSE The purpose was to determine RN-to-BSN students' intent for a future nurse faculty role. A secondary purpose was to evaluate differences between students who indicated high and low intent to pursue a faculty role. METHODS The study was multisite and multimethod using 5 instruments. RESULTS Of 137 RN-to-BSN students who completed the online survey, 20% indicated they intended to pursue a future faculty role. Students with high intent to pursue a faculty role reported higher self-efficacy and interests in faculty activities. Only 6 of the high-intent students had been encouraged to pursue a future faculty role. CONCLUSIONS RN-to-BSN students may be receptive to encouragement to consider a nursing faculty role in the future.
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Ray A, Bala PK, Dasgupta SA. Role of authenticity and perceived benefits of online courses on technology based career choice in India: A modified technology adoption model based on career theory. INTERNATIONAL JOURNAL OF INFORMATION MANAGEMENT 2019. [DOI: 10.1016/j.ijinfomgt.2019.01.015] [Citation(s) in RCA: 16] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
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Weidler-Lewis J, DuBow W, Kaminsky A, Weston T. Supporting women’s persistence in computing and technology. INFORMATION AND LEARNING SCIENCES 2019. [DOI: 10.1108/ils-08-2018-0083] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Purpose
This paper aims to investigate what factors influence women’s meaningful and equitable persistence in computing and technology fields. It draws on theories of learning and equity from the learning sciences to inform the understanding of women’s underrepresentation in computing as it investigates young women who showed an interest in computing in high school and followed-up with them in their college and careers.
Design/methodology/approach
The mixed-methods approach compares data from quantitative surveys and qualitative focus groups and interviews. The sample comes from database of 1,500 young women who expressed interest in computing by applying for an award for high schoolers. These women were surveyed in 2013 and then again in 2016, with 511 women identifying themselves as high schoolers in 2013 and then having graduated and pursued college or careers in the second survey. The authors also conducted qualitative interviews and focus groups with 90 women from the same sample.
Findings
The findings show that multiple factors influence women’s persistence in computing, but the best predictor of women’s persistence is access to early computing and programming opportunities. However, access and opportunities must be evaluated within broader social and contextual factors.
Research limitations/implications
The main limitation is that the authors measure women’s persistence in computing according to their chosen major or profession. This study does not measure the impact of computational thinking in women’s everyday lives.
Practical implications
Educators and policymakers should consider efforts to make Computer Science-for-All a reality.
Originality/value
Few longitudinal studies of a large sample of women exist that follow women interested in computing from high school into college and careers particularly from a critical educational equity perspective.
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Kao KY, Lee HT, Rogers A, Hsu HH, Lin MT. Mentoring and Job Search Behaviors: A Moderated Mediation Model of Job Search Self-Efficacy. JOURNAL OF CAREER DEVELOPMENT 2019. [DOI: 10.1177/0894845319832971] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Limited research exists around how to effectively enhance the job search behaviors and self-efficacy of job seekers during the job search process. In the current study, we investigated whether mentoring functions (i.e., career and psychosocial functions) are related to job search behaviors through job search self-efficacy. Moreover, we tested the interactive effects of career mentoring and psychosocial mentoring on job search self-efficacy and job search behaviors. Two-wave panel data were collected from 164 college students in China to test our hypotheses. The results indicated that psychosocial mentoring was related to job search behaviors both directly and indirectly through job search self-efficacy. In addition, our results revealed that the interactive effects of career mentoring and psychosocial mentoring on job search self-efficacy and on job search behaviors through job search self-efficacy were stronger when career and psychosocial mentoring were high. The implications of the study’s findings and directions for future research are offered.
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Affiliation(s)
- Kuo-Yang Kao
- Department of Management Science, National Chiao Tung University, Hsinchu, Taiwan
| | - Hui-Ting Lee
- Department of Management Science, National Chiao Tung University, Hsinchu, Taiwan
| | - Altovise Rogers
- Department of Psychology, San José State University, San Jose, CA, USA
| | - Hao-Hsin Hsu
- Department of Industrial Development, Taiwan Institute of Economic Research, Taipei, Taiwan
| | - Mi-Ting Lin
- Department of Counseling and Industrial/Organizational Psychology, Ming Chuan University, Taoyuan, Taiwan
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Growing Your Own: Will Your Associate Degree Nursing Student Consider a Future Faculty Role? Nurs Educ Perspect 2019; 40:71-78. [PMID: 30789870 DOI: 10.1097/01.nep.0000000000000450] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
AIM The purpose of the study was to determine the intent of associate degree in nursing (ADN) students to pursue a future nursing faculty role. BACKGROUND Nursing faculty shortages negatively affect the capacity to educate new nurses. METHOD A prospective correlational research design was used to conduct a national survey of ADN students regarding their intent for a future nursing faculty role using constructs of social cognitive career theory. RESULTS Twenty-nine percent of participants intended to pursue a future faculty role. The statistically significant predictors of future intent were semesters completed (OR = 2.4), interest in the activities of a faculty role (OR = 2.3), encouragement from faculty (OR = 2.0), outcome expectations-advantages (OR = 1.7), and outcome expectations-disadvantages (OR = 0.7). CONCLUSION Encouraging ADN students toward graduate education and a future faculty role and informing them of all aspects of the role, including advantages and disadvantages, may inspire ADN students toward such a role.
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Li J, Mau WCJ, Chen SJ, Lin TC, Lin TY. A Qualitative Exploration of STEM Career Development of High School Students in Taiwan. JOURNAL OF CAREER DEVELOPMENT 2019. [DOI: 10.1177/0894845319830525] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Although personal inputs and contextual variables in social cognitive career theory (SCCT) are recognized as key factors that affect career interests and choices, research has given minimal attention to the role of these variables in a collectivistic culture context. We present a study examining science, technology, engineering, and mathematics (STEM) career decision-making process of 12 Taiwanese high school students aged 15–17, using a consensual qualitative research method. The data analysis resulted in four domains: personal input, contextual variables, outcome expectations, and self-efficacy identified by SCCT. These results provide a foundation for future research on cross-cultural STEM career development. Implications highlight the importance of counselors in encouraging students of collectivistic culture background to pursue STEM careers.
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Affiliation(s)
- Jiaqi Li
- Department of Counseling, Educational Leadership, Educational and School Psychology, Wichita State University, Wichita, KS, USA
| | - Wei-Cheng Joseph Mau
- Department of Counseling, Educational Leadership, Educational and School Psychology, Wichita State University, Wichita, KS, USA
| | - Shr-Jya Chen
- Graduate Institute of Education, Tunghai University, Taichung
| | - Tzu-Chi Lin
- Graduate Institute of Education, Tunghai University, Taichung
| | - Ting-Yu Lin
- Graduate Institute of Education, Tunghai University, Taichung
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Abstract
Purpose
The purpose of this paper is to examine the career preferences of real estate students and the predisposing factors influencing the choice of career. The study also analysed the gender and socioeconomic variations with respect to the career preferences and factors influencing the career choice of real estate students in an emergent market like Nigeria.
Design/methodology/approach
Closed-ended questionnaires were administered on final year real estate students in the three Federal universities offering real estate in Southwestern Nigeria. Data were analysed using frequency counts, percentages, mean ranking, independent t-test, analysis of variance and correlation analysis.
Findings
The findings showed that the predominant individual factors influencing career choice of real estate students were personal career interest, the magnitude of initial salary, future financial prospects and job security. Furthermore, while intrinsic and economic/financial factors were the major themes influencing respondents’ career choice, the influence of a third party was less a likely determinant. Analysis of gender differences showed that there was a statistical difference between the male and female respondents with respect to the intrinsic and career exposure factors.
Research limitations/implications
The study has implications for real estate students, career advisers/academic counsellors, organisations employing the services of real estate graduates, and educational institutions and policy stakeholders in the real estate sector. The study also has implication for real estate professional bodies in Nigeria and other emergent markets.
Originality/value
This is perhaps the first attempt that examined the factors influencing the career choice of real estate students in an emergent market like Nigeria, especially from the perspectives of gender and socioeconomic variations.
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Byington EK, Felps W, Baruch Y. Mapping the Journal of Vocational Behavior: A 23-year review. JOURNAL OF VOCATIONAL BEHAVIOR 2019. [DOI: 10.1016/j.jvb.2018.07.007] [Citation(s) in RCA: 42] [Impact Index Per Article: 8.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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37
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Deemer ED, Navarro RL, Byars-Winston AM, Jensen LE, Chen CP. Investigating Graduate Education and Undergraduate Research Intentions of College Science Students. JOURNAL OF CAREER ASSESSMENT 2019. [DOI: 10.1177/1069072718823777] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
The current study examined predictors of undergraduate science students’ intentions to attend graduate school and participate in undergraduate research. We used social cognitive career theory to test our hypothesized model using a sample ( N = 411) of life science and physical science majors and examined basic interests in these disciplines as mediating variables. Among life science majors, results of structural equation modeling indicated that microbiology interest mediated the relationship between scientific self-efficacy (SSE) and graduate education intentions (GEIs) and the latter variable also mediated the relationship between microbiology interest and undergraduate research intentions (URIs). The model for physical science majors did not provide a good fit to the data, therefore path coefficients associated with this model were not interpreted. Implications for counseling interventions based on patterns of career intention formation in the life and physical sciences are discussed.
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Affiliation(s)
- Eric D. Deemer
- Department of Educational Studies, Purdue University, West Lafayette, IN, USA
| | - Rachel L. Navarro
- Department of Counseling Psychology and Community Services, University of North Dakota, Grand Forks, ND, USA
| | | | - Laura E. Jensen
- Department of Educational Studies, Purdue University, West Lafayette, IN, USA
| | - Catherine P. Chen
- Department of Educational Studies, Purdue University, West Lafayette, IN, USA
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Chan CC. Factors Affecting Career Goals of Taiwanese College Athletes From Perspective of Social Cognitive Career Theory. JOURNAL OF CAREER DEVELOPMENT 2018. [DOI: 10.1177/0894845318793234] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
The present study attempted to identify the psychological processes associated with the career goals of Taiwanese college athletes. In order to identify the psychological processes potentially associated with career goals, the study drew upon social cognitive career theory (SCCT). The results supported SCCT indicating that career decision-making self-efficacy contributed to vocational interests, outcome expectations, and career goals. Social support was found to be related to career decision-making self-efficacy, and outcome expectations were found to be related to vocational interests. In addition, the results revealed that career decision-making self-efficacy and outcome expectations indirectly affected career goals through vocational interests and that social support indirectly affected career goals through career decision-making self-efficacy. However, the results did not support the hypothesis that social support and outcome expectations contributed to career goals. The practical implications of these findings in terms of the career counseling given to Taiwanese college athletes are discussed.
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Affiliation(s)
- Chun-Chen Chan
- Department of Physical Education, National Taiwan Normal University, Taipei, Taiwan
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39
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Implicit theories of leadership: Stability and change over two decades. THE LEADERSHIP QUARTERLY 2018. [DOI: 10.1016/j.leaqua.2017.12.003] [Citation(s) in RCA: 67] [Impact Index Per Article: 11.2] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/21/2022]
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40
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Connolly MR, Lee YG, Savoy JN. The Effects of Doctoral Teaching Development on Early-Career STEM Scholars' College Teaching Self-efficacy. CBE LIFE SCIENCES EDUCATION 2018; 17:ar14. [PMID: 29440074 PMCID: PMC6007783 DOI: 10.1187/cbe.17-02-0039] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/13/2017] [Revised: 11/20/2017] [Accepted: 11/30/2017] [Indexed: 05/10/2023]
Abstract
To help prepare future faculty in science, technology, engineering, and mathematics (STEM) to teach undergraduates, more research universities are offering teaching development (TD) programs to doctoral students who aspire to academic careers. Using social cognitive career theory, we examine the effects of TD programs on early-career STEM scholars' sense of self-efficacy as postsecondary teachers. In 2011, a survey questionnaire was administered to 2156 people who in 2009 were doctoral students in STEM departments at three U.S. research universities; 1445 responded (67%). Regression analysis revealed positive relationships between TD participation and participants' college teaching self-efficacy and positive interaction effects for women. These findings may be used to improve the quality and quantity of TD offerings and help them gain wider acceptance.
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Affiliation(s)
- Mark R Connolly
- Wisconsin Center for Education Research, University of Wisconsin-Madison, Madison, WI 53706
| | - You-Geon Lee
- Wisconsin Center for Education Research, University of Wisconsin-Madison, Madison, WI 53706
| | - Julia N Savoy
- Wisconsin Center for Education Research, University of Wisconsin-Madison, Madison, WI 53706
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41
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Horvath LK, Grether T, Wiese BS. Fathers’ Realizations of Parental Leave Plans: Leadership Responsibility as Help or Hindrance? SEX ROLES 2017. [DOI: 10.1007/s11199-017-0861-9] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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42
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Carrico C, Matusovich HM, Paretti MC. A Qualitative Analysis of Career Choice Pathways of College-Oriented Rural Central Appalachian High School Students. JOURNAL OF CAREER DEVELOPMENT 2017. [DOI: 10.1177/0894845317725603] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
To explore the ways context may shape career choices, we used a qualitative approach to analyze interviews with college-oriented high school students from the rural Central Appalachia region of Virginia. Using social cognitive career theory, we analyzed pathways to career choices and relevant contextual factors, using data from 24 interviews. Results revealed that participants’ pathways partially matched the model, though we also found variant pathways triggered by significant environmental influences and incomplete pathways due to variations in possible career plans. Explanatory factors included status as prospective first-generation college student, outcome expectations that included remaining local and having job stability, and an emergent factor of continuing generation Appalachian. The patterns that emerged with respect to contextual factors and career choice pathways highlight the importance of culture and context when examining how students make career choices. This research extends prior research by examining career pathways using student’s own words as data. Moreover, the patterns offer insights career coaches, counselors, and educators can use in supporting students’ post–high school career planning.
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Affiliation(s)
- Cheryl Carrico
- Department of Engineering Education, Virginia Tech, Blacksburg, VA, USA
| | | | - Marie C. Paretti
- Department of Engineering Education, Virginia Tech, Blacksburg, VA, USA
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Thisgaard M, Makransky G. Virtual Learning Simulations in High School: Effects on Cognitive and Non-cognitive Outcomes and Implications on the Development of STEM Academic and Career Choice. Front Psychol 2017; 8:805. [PMID: 28611701 PMCID: PMC5447738 DOI: 10.3389/fpsyg.2017.00805] [Citation(s) in RCA: 26] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/06/2016] [Accepted: 05/02/2017] [Indexed: 11/29/2022] Open
Abstract
The present study compared the value of using a virtual learning simulation compared to traditional lessons on the topic of evolution, and investigated if the virtual learning simulation could serve as a catalyst for STEM academic and career development, based on social cognitive career theory. The investigation was conducted using a crossover repeated measures design based on a sample of 128 high school biology/biotech students. The results showed that the virtual learning simulation increased knowledge of evolution significantly, compared to the traditional lesson. No significant differences between the simulation and lesson were found in their ability to increase the non-cognitive measures. Both interventions increased self-efficacy significantly, and none of them had a significant effect on motivation. In addition, the results showed that the simulation increased interest in biology related tasks, but not outcome expectations. The findings suggest that virtual learning simulations are at least as efficient in enhancing learning and self-efficacy as traditional lessons, and high schools can thus use them as supplementary educational methods. In addition, the findings indicate that virtual learning simulations may be a useful tool in enhancing student's interest in and goals toward STEM related careers.
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Affiliation(s)
| | - Guido Makransky
- Department of Psychology, University of Southern DenmarkOdense, Denmark
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Cadaret MC, Hartung PJ, Subich LM, Weigold IK. Stereotype threat as a barrier to women entering engineering careers. JOURNAL OF VOCATIONAL BEHAVIOR 2017. [DOI: 10.1016/j.jvb.2016.12.002] [Citation(s) in RCA: 34] [Impact Index Per Article: 4.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
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Belser CT, Prescod DJ, Daire AP, Dagley MA, Young CY. Predicting Undergraduate Student Retention in STEM Majors Based on Career Development Factors. CAREER DEVELOPMENT QUARTERLY 2017. [DOI: 10.1002/cdq.12082] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
| | | | - Andrew P. Daire
- Department of Counseling and Special Education; Virginia Commonwealth University
| | | | - Cynthia Y. Young
- Office of Faculty Excellence, International Affairs, and Global Strategies; University of Central Florida
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Davison ML, Jew GB, Davenport EC. Patterns of SAT Scores, Choice of STEM Major, and Gender. MEASUREMENT AND EVALUATION IN COUNSELING AND DEVELOPMENT 2017. [DOI: 10.1177/0748175614522269] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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Abstract
AIM The aim of the study was to determine the intent of baccalaureate nursing students to pursue a future nursing faculty role. BACKGROUND An impending nursing faculty shortage negatively affects the capacity to meet the need for nurses. METHOD Using the constructs of social cognitive career theory, a prospective correlational research design was used to survey prelicensure BSN nursing students regarding their intent for a future nursing faculty role. RESULTS Twenty-five percent of the students intend to pursue a future faculty role. The six statistically significant predictors for a future faculty role were type of nursing program (OR = 2.0), interest in the activities of a faculty role (OR = 2.3), outcome expectations-advantages (OR = 1.9), previous teaching experiences (OR = 1.7), encouragement (OR = 1.5), and outcome expectations-disadvantages (OR = 0.8). CONCLUSION Providing students with knowledge of the faculty role, teaching experiences, and encouragement may inspire them to pursue a future faculty role.
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Affiliation(s)
- Diana K Bond
- About the Author Diana K. Bond, PhD, RN-BC, CNE, is an assistant professor, East Carolina University College of Nursing, Greenville, North Carolina. The author acknowledges Sigma Theta Tau International, Beta Nu Chapter at East Carolina University, for funding this research. Contact Dr. Bond at for more information.The authors declare no conflict of interest
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Chan CC, Chen SC, Lin YW, Liao TY, Lin YE. Social Cognitive Perspective on Factors Influencing Taiwanese Sport Management Students’ Career Intentions. JOURNAL OF CAREER DEVELOPMENT 2016. [DOI: 10.1177/0894845316681643] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Social cognitive career theory (SCCT) was used as a basis for investigating the factors influencing the career intentions of Taiwanese sports management students. Participants ( N = 696) completed measures gauging social support, self-efficacy, outcome expectations, career interests, and career intentions. The results of a path analysis supported SCCT, indicating that self-efficacy contributed to career interests, outcome expectations, and career intentions. Social support was related to self-efficacy, and outcome expectations were related to career interests. However, the results did not support the hypotheses that social support and outcome expectations contribute to career intentions. The practical implications of these findings for counseling Taiwanese sports management students are presented.
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Affiliation(s)
| | | | - Yu-Wei Lin
- National Taiwan Normal University, Taipei, Taiwan
| | | | - Yu-En Lin
- National Dong Hwa University, Hualien, Taiwan
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Fort I, Murariu A. The Paths Between Gender, Barriers, Social Support, Coping Efficacy, and Educational Goals. JOURNAL OF CAREER ASSESSMENT 2016. [DOI: 10.1177/1069072716679924] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
The twofold aim of this study was first to extend results on the career choice model previously obtained with students in science, technology, engineering, and mathematics and to gauge the relevance of including self-efficacy for coping with barriers in this model. The second aim was to examine whether examined paths varied according to gender. We investigated the paths between social support, barriers, barrier-coping efficacy, and goals in a sample of 215 students drawn from disciplines where men are underrepresented. In line with the hypothetical model, results revealed significant paths between social support, barriers, barrier-coping efficacy, and goals. Moreover, these paths did not vary according to gender. Results are discussed with reference to the literature and in terms of their practical implications.
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Affiliation(s)
- Isabelle Fort
- Centre de Recherche en Psychologie de la Connaissance du Langage et de l’Emotion (PsyCLE), Aix-Marseille University, France
| | - Anca Murariu
- Centre de Recherche en Psychologie de la Connaissance du Langage et de l’Emotion (PsyCLE), Aix-Marseille University, France
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Tellhed U, Bäckström M, Björklund F. Will I Fit in and Do Well? The Importance of Social Belongingness and Self-Efficacy for Explaining Gender Differences in Interest in STEM and HEED Majors. SEX ROLES 2016; 77:86-96. [PMID: 28725103 PMCID: PMC5486898 DOI: 10.1007/s11199-016-0694-y] [Citation(s) in RCA: 61] [Impact Index Per Article: 7.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
Throughout the world, the labor market is clearly gender segregated. More research is needed to explain women’s lower interest in STEM (Science, Technology, Engineering and Mathematics) majors and particularly to explain men’s lower interest in HEED (Health care, Elementary Education, and the Domestic spheres) majors. We tested self-efficacy (competence beliefs) and social belongingness expectations (fitting in socially) as mediators of gender differences in interest in STEM and HEED majors in a representative sample of 1327 Swedish high school students. Gender differences in interest in STEM majors strongly related to women’s lower self-efficacy for STEM careers and, to a lesser degree, to women’s lower social belongingness expectations with students in STEM majors. Social belongingness expectations also partly explained men’s lower interest in HEED majors, but self-efficacy was not an important mediator of gender differences in interest in HEED. These results imply that interventions designed to lessen gender segregation in the labor market need to focus more on the social belongingness of students in the gender minority. Further, to specifically increase women’s interest in STEM majors, we need to counteract gender stereotypical competence beliefs and assure women that they have what it takes to handle STEM careers.
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Affiliation(s)
- Una Tellhed
- Department of Psychology, Lund University, Box 213, SE-221 00 Lund, Sweden
| | - Martin Bäckström
- Department of Psychology, Lund University, Box 213, SE-221 00 Lund, Sweden
| | - Fredrik Björklund
- Department of Psychology, Lund University, Box 213, SE-221 00 Lund, Sweden
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