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Christine M Williams - One of the best experts on this subject based on the ideXlab platform.
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precursors of Learning Experiences in social cognitive career theory
Journal of Vocational Behavior, 2007Co-Authors: David M Tokar, Mindi N Thompson, Melissa R Plaufcan, Christine M WilliamsAbstract:Abstract This study extended the research on Social Cognitive Career Theory (SCCT; [Lent, R. W., Brown, S. D., & Hackett, G. (1994). Toward a unifying social cognitive theory of career and academic interest, choice, and performance. Journal of Vocational Behavior, 45, 79–122]) by examining the contributions of 3 person inputs (personality, gender, and conformity to gender role norms) to career-related Learning Experiences for each of Holland’s [Holland, J. L. (1997). Making vocational choices: A theory of vocational personalities and work environments (3rd ed.). Odessa, FL: Psychological Assessment Resources] 6 RIASEC themes. Participants (144 female and 113 male college students) completed measures of personality, conformity to feminine and masculine role norms, and Learning Experiences for Holland’s RIASEC themes. Results of path analyses indicated that the combination of person inputs explained a significant proportion of variance in each of the RIASEC-based Learning Experiences. Results supported 9 of 13 hypothesized relations involving personality, and suggested that for some personality traits, the relation to RIASEC-based Learning Experiences is both direct and indirect, via conformity to gender role norms. Results also revealed that gender predicted Learning Experiences for 5 of the 6 Holland themes; however, 4 of those relations were partially or completely mediated by conformity to gender role norms. Finally, findings supported 5 of 12 hypothesized relations involving conformity to gender role norms, and suggested that gender role conformity may be most relevant to Learning Experiences in the Realistic and Social domains.
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precursors of Learning Experiences in social cognitive career theory
Journal of Vocational Behavior, 2007Co-Authors: David M Tokar, Mindi N Thompson, Melissa R Plaufcan, Christine M WilliamsAbstract:Abstract This study extended the research on Social Cognitive Career Theory (SCCT; [Lent, R. W., Brown, S. D., & Hackett, G. (1994). Toward a unifying social cognitive theory of career and academic interest, choice, and performance. Journal of Vocational Behavior, 45, 79–122]) by examining the contributions of 3 person inputs (personality, gender, and conformity to gender role norms) to career-related Learning Experiences for each of Holland’s [Holland, J. L. (1997). Making vocational choices: A theory of vocational personalities and work environments (3rd ed.). Odessa, FL: Psychological Assessment Resources] 6 RIASEC themes. Participants (144 female and 113 male college students) completed measures of personality, conformity to feminine and masculine role norms, and Learning Experiences for Holland’s RIASEC themes. Results of path analyses indicated that the combination of person inputs explained a significant proportion of variance in each of the RIASEC-based Learning Experiences. Results supported 9 of 13 hypothesized relations involving personality, and suggested that for some personality traits, the relation to RIASEC-based Learning Experiences is both direct and indirect, via conformity to gender role norms. Results also revealed that gender predicted Learning Experiences for 5 of the 6 Holland themes; however, 4 of those relations were partially or completely mediated by conformity to gender role norms. Finally, findings supported 5 of 12 hypothesized relations involving conformity to gender role norms, and suggested that gender role conformity may be most relevant to Learning Experiences in the Realistic and Social domains.
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the gendered nature of career related Learning Experiences a social cognitive career theory perspective
Journal of Vocational Behavior, 2006Co-Authors: Christine M Williams, Linda Mezydlo SubichAbstract:Abstract The Learning Experiences questionnaire (LEQ; Schaub & Tokar, 2005 ) was used to examine Learning Experiences as they relate to SCCT ( Lent, Brown, & Hackett, 1994 ) across the Holland (1997) RIASEC typology. In particular, differences in men’s and women’s career related Learning Experiences were examined. A sample of 319 undergraduates at a public Midwestern university completed an online survey. Gender differences were observed in reported levels of some Learning Experiences; similar to prior findings for self-efficacy and interests, women reported more Learning Experiences in the Social domain, and men reported more Experiences in the Realistic and Investigative domains. Results also supported that more reported Learning Experiences in a given domain relate to higher self-efficacy and outcome expectations in that domain.
David M Tokar - One of the best experts on this subject based on the ideXlab platform.
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precursors of Learning Experiences in social cognitive career theory
Journal of Vocational Behavior, 2007Co-Authors: David M Tokar, Mindi N Thompson, Melissa R Plaufcan, Christine M WilliamsAbstract:Abstract This study extended the research on Social Cognitive Career Theory (SCCT; [Lent, R. W., Brown, S. D., & Hackett, G. (1994). Toward a unifying social cognitive theory of career and academic interest, choice, and performance. Journal of Vocational Behavior, 45, 79–122]) by examining the contributions of 3 person inputs (personality, gender, and conformity to gender role norms) to career-related Learning Experiences for each of Holland’s [Holland, J. L. (1997). Making vocational choices: A theory of vocational personalities and work environments (3rd ed.). Odessa, FL: Psychological Assessment Resources] 6 RIASEC themes. Participants (144 female and 113 male college students) completed measures of personality, conformity to feminine and masculine role norms, and Learning Experiences for Holland’s RIASEC themes. Results of path analyses indicated that the combination of person inputs explained a significant proportion of variance in each of the RIASEC-based Learning Experiences. Results supported 9 of 13 hypothesized relations involving personality, and suggested that for some personality traits, the relation to RIASEC-based Learning Experiences is both direct and indirect, via conformity to gender role norms. Results also revealed that gender predicted Learning Experiences for 5 of the 6 Holland themes; however, 4 of those relations were partially or completely mediated by conformity to gender role norms. Finally, findings supported 5 of 12 hypothesized relations involving conformity to gender role norms, and suggested that gender role conformity may be most relevant to Learning Experiences in the Realistic and Social domains.
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precursors of Learning Experiences in social cognitive career theory
Journal of Vocational Behavior, 2007Co-Authors: David M Tokar, Mindi N Thompson, Melissa R Plaufcan, Christine M WilliamsAbstract:Abstract This study extended the research on Social Cognitive Career Theory (SCCT; [Lent, R. W., Brown, S. D., & Hackett, G. (1994). Toward a unifying social cognitive theory of career and academic interest, choice, and performance. Journal of Vocational Behavior, 45, 79–122]) by examining the contributions of 3 person inputs (personality, gender, and conformity to gender role norms) to career-related Learning Experiences for each of Holland’s [Holland, J. L. (1997). Making vocational choices: A theory of vocational personalities and work environments (3rd ed.). Odessa, FL: Psychological Assessment Resources] 6 RIASEC themes. Participants (144 female and 113 male college students) completed measures of personality, conformity to feminine and masculine role norms, and Learning Experiences for Holland’s RIASEC themes. Results of path analyses indicated that the combination of person inputs explained a significant proportion of variance in each of the RIASEC-based Learning Experiences. Results supported 9 of 13 hypothesized relations involving personality, and suggested that for some personality traits, the relation to RIASEC-based Learning Experiences is both direct and indirect, via conformity to gender role norms. Results also revealed that gender predicted Learning Experiences for 5 of the 6 Holland themes; however, 4 of those relations were partially or completely mediated by conformity to gender role norms. Finally, findings supported 5 of 12 hypothesized relations involving conformity to gender role norms, and suggested that gender role conformity may be most relevant to Learning Experiences in the Realistic and Social domains.
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the role of personality and Learning Experiences in social cognitive career theory
Journal of Vocational Behavior, 2005Co-Authors: Michael Schaub, David M TokarAbstract:Abstract We sought to extend the empirical literature on Social Cognitive Career Theory (SCCT) by testing (a) the posited indirect effect of personality on interests through Learning Experiences and sociocognitive mechanisms, and (b) hypotheses that self-efficacy percepts and outcome expectations derive from corresponding career-relevant Learning Experiences. Participants (327 college students) completed a measure of the Big Five personality factors and measures of Learning Experiences, self-efficacy, outcome expectations, and interests corresponding to each of Holland’s (1997) six RIASEC themes. Results of path analyses indicated that personality’s relation to interests was mediated via Learning Experiences and sociocognitive mechanisms; however, the extent of that mediation varied considerably across the different personality–interest relations. Findings also indicated strong support, across Holland themes, for SCCT’s hypothesized relations of Learning Experiences to self-efficacy and outcome expectations; however, for five of the six Holland themes, the relation between Learning Experiences and outcome expectations was at least partially mediated through self-efficacy.
Mindi N Thompson - One of the best experts on this subject based on the ideXlab platform.
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perceived social status and Learning Experiences in social cognitive career theory
Journal of Vocational Behavior, 2012Co-Authors: Mindi N Thompson, Jason J DahlingAbstract:Abstract The purpose of this study was to test a model based on Social Cognitive Career Theory (Lent, Brown, & Hackett, 1994) that placed perceived social status as an antecedent of career-related Learning Experiences, self-efficacy, and outcome expectations. Gender was included in the present model and results indicated that gender related as expected to differential exposure to career-related Learning Experiences in Holland's (1997) RIASEC domains. After controlling for the effects of gender, results demonstrated that perceived social status related positively to Learning Experiences in the Investigative, Enterprising, and Conventional areas among 380 college students. Further, these enhanced Learning Experiences mediated the relationships between perceived social status and self-efficacy, and between perceived social status and outcome expectations, for the Investigative, Enterprising, and Conventional areas. These findings highlight the importance of perceived social status as a predictor of exposure to different types of career-related Learning Experiences that subsequently shape students' self-efficacy, outcome expectations, and (presumably) interests in particular RIASEC areas. Results are discussed in terms of exposure to career-related Learning Experiences in RIASEC domains with differing levels of prestige and implications of these results for developing interventions to enhance the Learning Experiences of students who report lower levels of perceived social status are presented.
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precursors of Learning Experiences in social cognitive career theory
Journal of Vocational Behavior, 2007Co-Authors: David M Tokar, Mindi N Thompson, Melissa R Plaufcan, Christine M WilliamsAbstract:Abstract This study extended the research on Social Cognitive Career Theory (SCCT; [Lent, R. W., Brown, S. D., & Hackett, G. (1994). Toward a unifying social cognitive theory of career and academic interest, choice, and performance. Journal of Vocational Behavior, 45, 79–122]) by examining the contributions of 3 person inputs (personality, gender, and conformity to gender role norms) to career-related Learning Experiences for each of Holland’s [Holland, J. L. (1997). Making vocational choices: A theory of vocational personalities and work environments (3rd ed.). Odessa, FL: Psychological Assessment Resources] 6 RIASEC themes. Participants (144 female and 113 male college students) completed measures of personality, conformity to feminine and masculine role norms, and Learning Experiences for Holland’s RIASEC themes. Results of path analyses indicated that the combination of person inputs explained a significant proportion of variance in each of the RIASEC-based Learning Experiences. Results supported 9 of 13 hypothesized relations involving personality, and suggested that for some personality traits, the relation to RIASEC-based Learning Experiences is both direct and indirect, via conformity to gender role norms. Results also revealed that gender predicted Learning Experiences for 5 of the 6 Holland themes; however, 4 of those relations were partially or completely mediated by conformity to gender role norms. Finally, findings supported 5 of 12 hypothesized relations involving conformity to gender role norms, and suggested that gender role conformity may be most relevant to Learning Experiences in the Realistic and Social domains.
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precursors of Learning Experiences in social cognitive career theory
Journal of Vocational Behavior, 2007Co-Authors: David M Tokar, Mindi N Thompson, Melissa R Plaufcan, Christine M WilliamsAbstract:Abstract This study extended the research on Social Cognitive Career Theory (SCCT; [Lent, R. W., Brown, S. D., & Hackett, G. (1994). Toward a unifying social cognitive theory of career and academic interest, choice, and performance. Journal of Vocational Behavior, 45, 79–122]) by examining the contributions of 3 person inputs (personality, gender, and conformity to gender role norms) to career-related Learning Experiences for each of Holland’s [Holland, J. L. (1997). Making vocational choices: A theory of vocational personalities and work environments (3rd ed.). Odessa, FL: Psychological Assessment Resources] 6 RIASEC themes. Participants (144 female and 113 male college students) completed measures of personality, conformity to feminine and masculine role norms, and Learning Experiences for Holland’s RIASEC themes. Results of path analyses indicated that the combination of person inputs explained a significant proportion of variance in each of the RIASEC-based Learning Experiences. Results supported 9 of 13 hypothesized relations involving personality, and suggested that for some personality traits, the relation to RIASEC-based Learning Experiences is both direct and indirect, via conformity to gender role norms. Results also revealed that gender predicted Learning Experiences for 5 of the 6 Holland themes; however, 4 of those relations were partially or completely mediated by conformity to gender role norms. Finally, findings supported 5 of 12 hypothesized relations involving conformity to gender role norms, and suggested that gender role conformity may be most relevant to Learning Experiences in the Realistic and Social domains.
Melissa R Plaufcan - One of the best experts on this subject based on the ideXlab platform.
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precursors of Learning Experiences in social cognitive career theory
Journal of Vocational Behavior, 2007Co-Authors: David M Tokar, Mindi N Thompson, Melissa R Plaufcan, Christine M WilliamsAbstract:Abstract This study extended the research on Social Cognitive Career Theory (SCCT; [Lent, R. W., Brown, S. D., & Hackett, G. (1994). Toward a unifying social cognitive theory of career and academic interest, choice, and performance. Journal of Vocational Behavior, 45, 79–122]) by examining the contributions of 3 person inputs (personality, gender, and conformity to gender role norms) to career-related Learning Experiences for each of Holland’s [Holland, J. L. (1997). Making vocational choices: A theory of vocational personalities and work environments (3rd ed.). Odessa, FL: Psychological Assessment Resources] 6 RIASEC themes. Participants (144 female and 113 male college students) completed measures of personality, conformity to feminine and masculine role norms, and Learning Experiences for Holland’s RIASEC themes. Results of path analyses indicated that the combination of person inputs explained a significant proportion of variance in each of the RIASEC-based Learning Experiences. Results supported 9 of 13 hypothesized relations involving personality, and suggested that for some personality traits, the relation to RIASEC-based Learning Experiences is both direct and indirect, via conformity to gender role norms. Results also revealed that gender predicted Learning Experiences for 5 of the 6 Holland themes; however, 4 of those relations were partially or completely mediated by conformity to gender role norms. Finally, findings supported 5 of 12 hypothesized relations involving conformity to gender role norms, and suggested that gender role conformity may be most relevant to Learning Experiences in the Realistic and Social domains.
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precursors of Learning Experiences in social cognitive career theory
Journal of Vocational Behavior, 2007Co-Authors: David M Tokar, Mindi N Thompson, Melissa R Plaufcan, Christine M WilliamsAbstract:Abstract This study extended the research on Social Cognitive Career Theory (SCCT; [Lent, R. W., Brown, S. D., & Hackett, G. (1994). Toward a unifying social cognitive theory of career and academic interest, choice, and performance. Journal of Vocational Behavior, 45, 79–122]) by examining the contributions of 3 person inputs (personality, gender, and conformity to gender role norms) to career-related Learning Experiences for each of Holland’s [Holland, J. L. (1997). Making vocational choices: A theory of vocational personalities and work environments (3rd ed.). Odessa, FL: Psychological Assessment Resources] 6 RIASEC themes. Participants (144 female and 113 male college students) completed measures of personality, conformity to feminine and masculine role norms, and Learning Experiences for Holland’s RIASEC themes. Results of path analyses indicated that the combination of person inputs explained a significant proportion of variance in each of the RIASEC-based Learning Experiences. Results supported 9 of 13 hypothesized relations involving personality, and suggested that for some personality traits, the relation to RIASEC-based Learning Experiences is both direct and indirect, via conformity to gender role norms. Results also revealed that gender predicted Learning Experiences for 5 of the 6 Holland themes; however, 4 of those relations were partially or completely mediated by conformity to gender role norms. Finally, findings supported 5 of 12 hypothesized relations involving conformity to gender role norms, and suggested that gender role conformity may be most relevant to Learning Experiences in the Realistic and Social domains.
Jason J Dahling - One of the best experts on this subject based on the ideXlab platform.
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perceived social status and Learning Experiences in social cognitive career theory
Journal of Vocational Behavior, 2012Co-Authors: Mindi N Thompson, Jason J DahlingAbstract:Abstract The purpose of this study was to test a model based on Social Cognitive Career Theory (Lent, Brown, & Hackett, 1994) that placed perceived social status as an antecedent of career-related Learning Experiences, self-efficacy, and outcome expectations. Gender was included in the present model and results indicated that gender related as expected to differential exposure to career-related Learning Experiences in Holland's (1997) RIASEC domains. After controlling for the effects of gender, results demonstrated that perceived social status related positively to Learning Experiences in the Investigative, Enterprising, and Conventional areas among 380 college students. Further, these enhanced Learning Experiences mediated the relationships between perceived social status and self-efficacy, and between perceived social status and outcome expectations, for the Investigative, Enterprising, and Conventional areas. These findings highlight the importance of perceived social status as a predictor of exposure to different types of career-related Learning Experiences that subsequently shape students' self-efficacy, outcome expectations, and (presumably) interests in particular RIASEC areas. Results are discussed in terms of exposure to career-related Learning Experiences in RIASEC domains with differing levels of prestige and implications of these results for developing interventions to enhance the Learning Experiences of students who report lower levels of perceived social status are presented.
