Sociocultural and contextual determinants of science career goal at a community college and baccalaureate-granting institution

Guided by social cognitive career theory (SCCT; Lent et al. in J Vocat Behav 45(1):79-122, 1994), we assessed sociocultural (e.g., home-school cultural value mismatch) and contextual barriers (e.g., institutional climate) in science education and career development at both a baccalaureate-granting institution (BGI) and community college (CC) among 263 students (72.4% female; Mage = 22.96, SD = 5.70) in the USA. For BGI students, path analyses suggest proximal factors such as in-class prejudice negatively predicted science self-efficacy and prejudice from faculty and staff predicted lower career outcome expectations. For CC students, home-school cultural value mismatch directly predicted science career goals. Implications for future research, intervention and policy are discussed.

Reciprocal Associations Between Science Efficacy, STEM Identity and Scientist Career Interest Among Adolescent Girls within the Context of Informal Science Learning

Limited research has explored the longitudinal pathway to youth career interests via identity and efficacy together. This study examined the longitudinal associations between science efficacy, STEM (science, technology, engineering and math) identity, and scientist career interest among girls who are historically considered as an underrepresented group among scientists. The sample included 308 girls (M age = 15.22, SD age = 1.66; 42.8% White) from six STEM youth programs, each at a different informal science learning site within the U.K. and the U.S. Longitudinal structural equation modelling demonstrated that science efficacy consistently predicted STEM identity and scientist career interest, and similarly, STEM identity consistently predicted science efficacy over a two-year period. Scientist career interest at 12 months predicted science efficacy at 24 months. The coefficients of efficacy predicting STEM identity and scientist career interest were significantly larger compared to STEM identity and scientist career interest in predicting science efficacy from 12 months to 24 months. Further mediation analysis supported a significant pathway from STEM identity at 3 months to scientist career interest at 24 months via 12-month science efficacy. The findings highlight that science efficacy and STEM identity for girls relate to their scientist career interest and these longitudinal associations are reciprocal. This study suggests that science efficacy and STEM identity mutually influence each other, and enhancing science efficacy and STEM identity is key to promoting adolescents' interest in being a scientist.

Motivation to succeed is not enough: motivated students need to know how to plan/organize their steps on their way to success

The study is based on dispositional (career motivation) and social-cognitive (generalized self-efficacy) theories of personality, further on the expectancy-value theory of achievement motivation and future time perspective theory (task value, time, and study environment). The study aimed to explain the mechanism of the prediction relationship between motivation and students' performance. It was assumed that skills of planning and organizing (operationalized as generalized self-efficacy and learning strategies) mediate the prediction of motivation (career motivation and task value) on students' success (operationalized as academic achievement and employability). In two studies (N = 313, N = 219), the hypotheses of the mediation models were supported by structural equation modeling. Generally, the skills of organizing/planning fully mediated the students' performance, measured as academic achievement and employability (number of employers). The results show the importance of combining dispositional motivation characteristics with dynamic planning skills on the way to students' success. Traditional psychological predictors of performance, like general mental ability and conscientiousness, were not controlled. Higher education institutions could support motivated students on their way to success by teaching them how to plan and organize specific steps on their way to success.

Short Video Addiction on the Interaction of Creative Self-Efficacy and Career Interest to Innovative Design Profession Students

In recent years, a variety of emerging online media, such as TikTok, Kuaishou, YouTube and other short video application platforms, have appeared. The problem of short video addiction has become an issue to education experts and the general public, as students' excessive use of short video has become increasingly serious with many hidden concerns to the students' learning effectiveness. In addition, to meet the growing demand for innovative design talents worldwide, the Taiwan government has been committed to promoting policies related to the cultivation of innovative and creative talents nowadays, particularly for innovative design profession students who often use the Internet and short videos for learning. Therefore, the study aims to use questionnaires to understand the habits and addiction of the innovative design profession students in using short videos, and to further investigate the relation of short video addiction to the students' creative self-efficacy (CSE) and career interests. A total of 561 valid questionnaires were collected after eliminating invalid questionnaires and reliability analysis. Structural equation modeling and model validation were conducted afterwards. The results showed that short video addiction had a negative effect on CSE; CSE had a positive effect on career interests; and CSE had an indirect effect between short video addiction and career interests.

Individual characteristics of students in vocational education moderating the relationship between school engagement and vocational identity

In any country, there is a group of students who are at risk of dropping out of school without any qualifications. This is detrimental for many of those students, because failure to graduate increases risks of unemployment and societal exclusion. To reduce this risk, specialized curricula aim to prepare these students for their working life by fostering the development of a vocational identity, that is, how they define themselves as workers. As a prerequisite to achieving this goal, students need to attend school and feel engaged with school. The curricula seek ways to stimulate emotional school engagement, taking into account the heterogeneous target group of students they serve. To address potential consequences of individual differences, this questionnaire study (N=996) conducted in the Netherlands explored how various individual characteristics of students in these specialized curricula moderated the relationship between emotional school engagement and vocational identity. Results show that stronger school engagement always coincided with a stronger vocational identity; however, the strength of the relationship varied. Stimulating emotional school engagement was specifically important for the subgroups of students who are young, less agreeable, less motivated, and less resilient. In order to foster the vocational identity of their students, the specialized curricula are recommended to draw nuanced conclusions and formulate refined strategies to effectively respond to the heterogeneous group of students who are at risk of dropping out.

Adaptation Process of the Mathematic Self-Efficacy Survey (MSES) Scale to Mexican-Spanish Language

Trained professionals in science, technology, engineering, and mathematics (STEM) are needed for a robust, science-based economy that incorporates various technologies’ design, construction, and commercialization to address societal problems. However, keeping students interested in STEM subjects and achieving optimal performance is a challenging task. Math self-efficacy has shown to be one of the most important factors affecting students’ interest in STEM majors and assessing this factor has been a great challenge for education researchers around the world due to the lack of calibrated and culturally adapted instruments. Observing this need, this seminal study conducted psychometric validation tests and cultural adaptations to the Mathematic Self-Efficacy Survey (MSES) aiming to measure this instrument in Spanish-speaking students in different STEM areas in Mexico. Data collected from 877 students were tested for validity using sequential exploratory factor analyses, and contextual modifications were performed and analyzed aiming to achieve cultural equivalency. Suggestions for continuing the adaptation and validation process of the MSES to Spanish language and STEM students’ context are presented with the results of the exploratory factor analyses.

Personality and interests for selection: Theoretical perspectives

This article explores two theoretical perspectives on both personality and vocational interests in terms of their value for personnel selection. These theories stand out for the amount of research attention each has received. The personality perspectives considered are trait theory and social cognitive theory. The two vocational interest theories are Holland's typology model and social cognitive career theory. These theories are compared on the basis of how they address three questions: (1) What is the nature of personality and of vocational interests? (2) What are the processes by which each becomes instilled in the individual? and (3) What are the processes by which personality and interests are translated into behavior? Although each approach has certain strengths and weaknesses, the potential benefits associated with personality trait theory and Holland's typology model, both of which are viewed as essentially trait-based approaches, seem particularly salient for the immediate future.

A curriculum-wide assessment of writing self-efficacy in a baccalaureate nursing program

OBJECTIVES

This study explores patterns of writing self-efficacy fluctuation across three academic years in a baccalaureate nursing program. The goal was to assess if writing self-efficacy predicted program grades.

DESIGN

Longitudinal exploratory design.

SETTING

Three-year accelerated nursing program in a college setting in Canada.

PARTICIPANTS

Follow-up cohort included 49 students; 32 (65.3%) synchronous in program progression and 17 (34.7%) had become asynchronous between first and third year.

METHODS

Data was collected five times between August 2013 and May 2016 at program admission, the start of their discipline-specific first-year writing course, the end of the writing course, start of third-year, and the end of third-year. Variables assessed included writing self-efficacy (two measures), writing anxiety, entrance degrees of reading power (DRP) scores, final college cumulative grade point average (GPA), and grades earned on first, second, and third-year papers.

RESULTS

Writing self-efficacy statistically significantly improved from the start of the nursing program to the finish (p < .001). Writing self-efficacy fluctuated decreasing from post first-year writing course to the start of the third-year, returning to or exceeding end of writing course levels by the end of the third year. Students who progressed normally through the program (synchronous) were academically stronger (paper grades, DRP, GPA scores) and had higher writing self-efficacy scores than asynchronous students. Using hierarchical regression, DRP scores and synchronous/asynchronous status in the program made a larger contribution to the prediction of final program GPA and paper grades, while the inclusion of writing self-efficacy in the models made a minor contribution to overall variance.

CONCLUSIONS

Writing self-efficacy will fluctuate based on context and complexity of writing demanded in academic programs. Second and third-year students require continued support with writing beyond an introductory course. Programs should attend to developing reading comprehension in students as part of their across-the-curriculum writing plans.

Vocational Confidence and Personality in the Prediction of Occupational Group Membership

This study examined the relationships of vocational interests and self-efficacy expectations, or confidence, to personality, as measured by the Personal Styles scales of the Strong Interest Inventory. The study also examined the extent to which confidence and personality measures contributed incrementally to the prediction of occupational group membership. In a sample of 1,103 adults employed in 21 occupations representing the complete Holland hexagon, confidence–personality relationships were very similar to interest–personality relationships found in previous research. Discriminant analyses indicated that both personality and confidence contributed incrementally to the prediction of occupational group membership, although the most powerful single predictor set was 14 basic confidence dimensions (e.g., science, public speaking, and writing) extracted through principal components analysis. There were substantial differences across the 21 occupations in their predictability and in the extent to which they were differentiated by personality variables versus confidence dimensions. Implications for further work on the intersections of vocational interests, confidence, and personality are discussed.

Current Research on Parallel Measures of Interests and Confidence for Basic Dimensions of Vocational Activity

This article begins with a rationale for and review of parallel measures of self-efficacy (confidence) and interests for basic dimensions of vocational activity. Recent development of and research on the Expanded Skills Confidence Inventory, Campbell Interest and Skills Survey, Kuder Skills Assessment, and Inventory of Work-Relevant Abilities are described and reviewed. Research on the incremental predictive validity of these measures for understanding and for counseling uses is discussed. Numerous suggestions for further research and for career assessment are provided.

Career Interests, Self-Efficacy, and Personality as Antecedents of Career Exploration

Career interests and self-efficacy (using J. L. Holland's realistic, investigative, artistic, social, enterprising, and conventional types for both) and the big five personality dimensions (openness, conscientiousness, extraversion, agreeableness, and neuroticism) were used to predict college students' career exploration behaviors approximately 18 months later. Among 113 college students, none of the predictors was associated with subsequent environmental exploration. However, after controlling for gender and year in school, five of six interest types, one self-efficacy type, and two personality dimensions were associated with subsequent self-exploration. Whereas realistic, artistic, and conventional interests; artistic self-efficacy; and openness were positively associated with self-exploration, investigative and enterprising interests and extraversion were negatively associated with such exploration. Implications for theory, research, and intervention are presented.

Convergence of Specific Factors in Vocational Interests and Personality

This study tests Larson and Borgen's assertion that a dramatic increase in variance occurs in the prediction of interests by personality if one examines the overlap at specific levels rather than only at broad levels of the RIASEC and Big Five dimensions. Whereas Larson and Borgen studied gifted adolescents, this study assessed a college sample using Tellegen's Big Three model of personality. Participants ( n = 200) completed the 1994 Strong Interest Inventory (SII) and the Multidimensional Personality Questionnaire (MPQ). The authors' findings corroborate 7 out of 10 specific hypotheses supported by Larson and Borgen, and also support the general hypothesis that specific MPQ primary scales contribute significantly to the prediction of SII Basic Interest scales (BISs) beyond the contribution of the related MPQ higher order factors. An important relation found between the MPQ Harm Avoidance and several Realistic BISs is discussed.

Career Self-Efficacy: Exemplary Recent Research and Emerging Directions

This article discusses what the author views as exemplary work illustrating important directions in research on the applications of Bandura's self-efficacy theory to career theory, assessment, and counseling. The author begins with research on measuring career self-efficacy, following which research testing the postulated behavioral consequences of career self-efficacy expectations is discussed. Notable studies of the learning experiences postulated to lead to the development of strong expectations of efficacy are reviewed. Studies of the possible relationships of efficacy expectations to parallel measures of vocational interests are included. Finally, exemplary studies applying the theory to the career development of diverse groups, studies of interventions designed to increase career self-efficacy, and new research attempting to integrate self-efficacy theory with personality constructs are included. The article is not intended as a comprehensive review of this research but rather to provide highlights of some of the excellent work being done in this area.

Are Success Learning Experiences and Self-Efficacy Beliefs Associated With Occupational Interests and Aspirations of At-Risk Urban Youth?

To help increase access to educational and occupational options for a growing yet underrepresented population of low-income, culturally diverse, urban middle school students, we need to increase our understanding of important factors in their career development. The results of this study supported some applications of Krumboltz’s social learning theory to at-risk urban youth and found (a) a significant and positive association between participants’ success learning experiences and their expressed occupational interests, and (b) a positive association between their career self-efficacy beliefs and inventoried occupational interests. However, no association was found between participants’ success learning experiences and their highest or most ideal occupational aspirations. Further research with methods and measures that are reliable and validated with this population is needed to replicate the results of this study. In turn, career counselors might use this understanding to better design effective interventions for at-risk diverse urban youth.

Construct Validation in Counseling Psychology Research

Counseling psychology researchers devote little attention to theory-based measurement validation, as evidenced by cursory mention of validity issues in the method and discussion sections of published research reports. Especially, many researchers appear unaware of the limitations of correlations between pairs of self-report measures as evidence of construct validity. The authors provide an overview of the process of construct validation via user-friendly terminology and examples, with special attention to aspects often neglected in counseling psychology research, including specific recommendations for design and interpretation of multimethod validity investigations.

Longitudinal Associations Between Gender-typed Skills and Interests and Their Links to Occupational Outcomes

Although gender-based occupational segregation has declined in past decades, the world of work remains segregated by gender. Grounded in research showing that individuals tend to choose jobs that match their interests and skills, this study examined the longitudinal associations between gendered activity interests and skills from middle childhood through adolescence and tested gendered interests and skills, measured in adolescence, as predictors of occupational outcomes in young adulthood. Data were collected from 402 participants at four time points- when they averaged 10, 12, 16, and 25 years old. Results revealed that the longitudinal linkages between male-typed interests and skills were bidirectional, that both male-typed interests and skills in adolescence predicted working in male-typed occupations in young adulthood, and that skills, but not interests, predicted income. In contrast, female-typed interests predicted female-typed skills, but not the reverse, adolescent female-typed skills (but not interests) predicted working in female-typed occupations in young adulthood, and there were no links between female-typed interests or skills and income. Discussion focuses on the differential meanings and developmental implications of male-versus female-typed interests and skills.

The contribution of perceived parental support to the career self-efficacy of deaf, hard-of-hearing, and hearing adolescents

The current study examined the contribution of different types of parental support to career self-efficacy among 11th and 12th grade students (N = 160): 66 students with hearing loss (23 hard of hearing and 43 deaf) and 94 hearing students. Participants completed the Career-Related Parent Support Scale, the Career Decision-Making Self-Efficacy Scale, and the Self-Efficacy for the Management of Work-Family Conflict questionnaire. Different aspects of parental support predicted different types of career self-efficacies across the 3 groups. Differences among groups were also found when levels of parental support were compared. The deaf group perceived lower levels of parental career-related modeling and verbal encouragement in comparison with the hard-of-hearing students and higher levels of parental emotional support compared with the hearing participants. No significant differences were found among the research groups in career decision-making self-efficacy and self-efficacy in managing work-family conflict. Implications for theory and practice are discussed.

Frustration-Instigated Career Decisions: A Theoretical Exploration of the Role of Frustration in Career Decisions

From a career decision-making perspective, frustration may be an important catalyst for career change. Literature is discussed and used to develop propositions that present perceived frustration, not just as a state of discomfort but as an impetus for career change. Self-perception and achievement need are presented in relation to frustration to speculate about specific career decisions that might be enacted in a state of frustration. A framework is developed to represent career decisions based on proposed relationships. Implications are discussed for human resource development specialists, managers, and employees and suggestions are presented for conducting future research.

Self-Efficacy, Interest, and Task Performance

Abstract. The aim of this study was to examine how possible changes in self-efficacy and interest during a task relate to each other and whether such changes independently predict overall task performance. To achieve this, the participants, one hundred ninth-grade students, were repetitively asked to rate their efficacy judgments and interest while they were working on a complex problem-solving task. The results from a series of latent growth curve models showed a significant overall increase in students' self-efficacy during the task. Changes in interest and self-efficacy were positively correlated, and, after controlling for the effects of prior mathematics achievement, both the initial level of self-efficacy and the rate of change in interest independently predicted final task performance.

Who are physician-scientists' role models? Gender makes a difference

PURPOSE

To determine for educational purposes whether differences exist in the role models physician-scientists-in-training or in their early years of career development envision when they self-assess their abilities to perform clinical research.

METHOD

A 35-item clinical research self-efficacy questionnaire was administered to 251 health care professionals who attended programs at the University of Wisconsin-Madison from 2002-2004. Three questions were included to determine the sex, role, and qualities of the expert that are envisioned by participants. Frequency distributions were computed for each response and variables were compared by gender using chi-square analysis and Fisher exact test.

RESULTS

Ninety-five physicians-in-training and junior faculty physicians responded to the questionnaire. Seventy-one percent of female and 95% of male respondents reported their envisioned experts to be male. The most frequently reported role of the envisioned expert was that of a mentor who was a faculty member in the respondent's own department (72% women, 60% men). The three most frequently reported qualities of the envisioned expert were "multiple publications," "scientific knowledge," and "supportiveness." However, women more frequently reported "communication skills" and "problem-solving abilities" than did men. This difference was statistically significant and largely due to the frequency of qualities selected by women whose envisioned expert was female.

CONCLUSIONS

The results of this study emphasized the importance of a role model's gender in the career development of physician-scientists.

Gender differences among physician-scientists in self-assessed abilities to perform clinical research

PURPOSE

To examine gender differences in physicians' self-assessed abilities to apply knowledge and skills in six core competencies for success as a clinical investigator.

METHOD

A written questionnaire containing 35 learning objectives was administered to physicians involved in a clinical-research training program at the University of Wisconsin-Madison. Between 2000 and 2002, 57 postgraduate trainees (49% women) completed the questionnaire; 40 of the 57 completed the questionnaire a second time after a four-day intensive workshop in clinical research. The main outcome measure was gender differences in ratings for each question answered.

RESULTS

Before the workshop, women physicians rated their abilities lower than men rated their own abilities on 22 of 35 learning objectives and women were significantly lower in rating their ability to spend sufficient time developing and advancing their own area of scientific knowledge and research. After the workshop, women rated themselves lower than men rated themselves on 33 of 35 objectives, with significant differences in seven. Women did not rate themselves significantly higher than men rated themselves on any of the 35 objectives assessed.

CONCLUSION

Women physicians consistently rated their abilities to perform or apply knowledge and skills related to clinical research lower than men rated themselves, and a traditional training venue exacerbated these gender differences. This previously unexplored gender difference in self-perceived competency may indicate an additional barrier women face in academic career development and suggests that educational programs incorporate learning activities that address gender differences when training physicians for careers in clinical research.