The Experts below are selected from a list of 6731979 Experts worldwide ranked by ideXlab platform
Peter Alexander Creed - One of the best experts on this subject based on the ideXlab platform.
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the relationship between goal orientation and career striving in young adolescents
Journal of Applied Social Psychology, 2013Co-Authors: Peter Alexander Creed, Nicholas J Buys, Clare Tilbury, Meegan Joan CrawfordAbstract:We surveyed 280 students (61% girls; M = 15.3 years) and, in the context of goal setting theory and self-regulation, tested a cross-sectional model in which goal orientation (learning, performance–prove, performance–avoid) was viewed as an antecedent to self-efficacy and outcome expectations, self-efficacy and outcome expectations were tested as antecedents to goal setting, and goal setting tested as an antecedent to career-striving behaviors (exploration, planning). After controlling for educational achievement, learning orientation was directly, positively, associated with self-efficacy and outcome expectations, and indirectly associated with career aspirations, career exploration, and planning; and performance–avoid orientation was negatively associated with self-efficacy. The study demonstrated that goal orientation is an important variable to consider when examining career development in adolescents.
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a longitudinal examination of adolescent career planning and exploration using a social cognitive career theory framework
Journal of Adolescence, 2011Co-Authors: Mary Elizabeth Rogers, Peter Alexander CreedAbstract:Abstract This study used social cognitive career theory ( Lent, Brown, & Hackett, 1994 ), as a framework to investigate predictors of career choice actions, operationalised as career planning and career exploration. The model was tested cross-sectionally and longitudinally with 631 high school students enrolled in Grades 10–12. Students completed measures of self-efficacy, outcome expectations, goals, supports and personality. Results of the hierarchical regression analyses indicated strong support for self-efficacy and goals predicting career planning and exploration across all grades at T1, and predicting change in career planning and exploration from T1 to T2. Whilst support for pathways among other predictor variables (personality, contextual influences and biographic variables) to choice actions was found, these pathways varied across grades at T1, and also from T1 to T2. Implications for social cognitive career theory, career counselling practice and future research are discussed.
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the role of personality in adolescent career planning and exploration a social cognitive perspective
Journal of Vocational Behavior, 2008Co-Authors: Mary Elizabeth Rogers, Peter Alexander Creed, Ian GlendonAbstract:Abstract Social cognitive career theory (SCCT) recognises the importance of individual differences and contextual influences in the career decision-making process. In extending the SCCT choice model, this study tested the role of personality, social supports, and the SCCT variables of self-efficacy, outcome expectations and goals in explaining the career readiness actions of career planning and exploration. The authors surveyed 414 Australian high school students in Years 10, 11 and 12. Career exploration was associated with goals and social supports, whereas career planning was associated with self-efficacy, goals, personality and an interaction term for goals and social support that indicated that levels of planning were highest when social support and goals were highest. Implications for parents, teachers and guidance counsellors as well as recommendations for future research directions are discussed.
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predicting change over time in career planning and career exploration for high school students
Journal of Adolescence, 2007Co-Authors: Peter Alexander Creed, Wendy Patton, Leeann PrideauxAbstract:Abstract This study assessed 166 high school students in Grade 8 and again in Grade 10. Four models were tested: (a) whether the T1 predictor variables (career knowledge, indecision, decision-making selfefficacy, self-esteem, demographics) predicted the outcome variable (career planning/exploration) at T1; (b) whether the T1 predictor variables predicted the outcome variable at T2; (c) whether the T1 predictor variables predicted change in the outcome variable from T1−T2; and (d) whether changes in the predictor variables from T1−T2 predicted change in the outcome variable from T1−T2. Strong associations ( R 2 =34%) were identified for the T1 analysis (confidence, ability and paid work experience were positively associated with career planning/exploration). T1 variables were less useful predictors of career planning/exploration at T2 ( R 2 =9%; having more confidence at T1 was associated with more career planning/exploration at T2) and change in career planning/exploration from T1−T2 ( R 2 =11%; less confidence and no work experience were associated with change in career planning/exploration from T1−T2). When testing effect of changes in predictor variables predicting changes in outcome variable ( R 2 =22%), three important predictors, indecision, work experience and confidence, were identified. Overall, results indicated important roles for self-efficacy and early work experiences in current and future career planning/exploration of high school students.
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gender differences for optimism self esteem expectations and goals in predicting career planning and exploration in adolescents
International Journal for Educational and Vocational Guidance, 2004Co-Authors: Wendy Patton, Dee Bartrum, Peter Alexander CreedAbstract:An Australian sample (N = 467) of high school students was administered scales tapping optimism, self-esteem, career expectations, career goals, career planning and career exploration. The study tested a career mediational model based on social cognitive career theory (SCCT) and cognitive-motivational-relational theory (CMR). It was hypothesised that the stable person inputs of optimism and self-esteem would predict career planning and career exploration through the variables of career expectations and career goals differentially for young males and females. For males, optimism and self-esteem influenced career expectations, sequentially predicting career goals, career planning and career exploration. A different pathway was identified for females, with optimism directly influencing career goals, which subsequently predicted career planning and career exploration. Self-esteem predicted career expectations, which then directly influenced career planning and career exploration by bypassing career goals. Results are discussed in the context of SCCT and CMR.
Frederic Guay - One of the best experts on this subject based on the ideXlab platform.
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Extracurricular activities and career indecision: A look at the mediating role of vocational exploration
Journal of Vocational Behavior, 2019Co-Authors: Anne-sophie Denault, Catherine F. Ratelle, Stéphane Duchesne, Frederic GuayAbstract:Abstract This study examined whether vocational exploration mediated the association between participation in extracurricular activities and career indecision among high school students. A total of 312 students were surveyed over three waves of data collection (Secondary 3 to Secondary 5). Participation in extracurricular activities (number and types), vocational exploration (self and environment), and career indecision (undecidedness, self-unclarity, and career choice unimportance) were self-reported. Results revealed that participation in a higher number of extracurricular activities predicted an increase in vocational exploration the following year. Moreover, vocational exploration predicted a decrease in career indecision the year after that. However, the predictive association between participation in extracurricular activities and career indecision was not mediated by vocational exploration. Examination of the types of activities (sports; arts and sociocultural activities; academic-related committees, volunteering, and civic activities) also showed that participation in arts and sociocultural activities predicted an increase in vocational exploration, whereas participation in academic-related committees, volunteering, and civic activities predicted a decrease in career indecision by the end of the high school years. These results suggest that extracurricular activities could be promoted by career counselors as an additional strategy for supporting students in their exploration of the world of work.
Glenn W Ireland - One of the best experts on this subject based on the ideXlab platform.
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sources of self efficacy and outcome expectations for career exploration and decision making a test of the social cognitive model of career self management
Journal of Vocational Behavior, 2017Co-Authors: Robert W Lent, Lee T Penn, Glenn W Ireland, Taylor R Morris, Ryan SappingtonAbstract:Abstract In an application of the social cognitive model of career self-management (Lent & Brown, 2013), we assessed the primary experiential sources of self-efficacy and outcome expectations relative to career exploration and decision-making activities. These sources included personal mastery, verbal persuasion, vicarious learning, and affect (both positive and negative) experienced in relation to career exploration and decision-making. Participants were 324 college students, who completed an experiential sources measure along with domain-correspondent measures of self-efficacy, outcome expectations, goals, and level of career decidedness. A confirmatory factor analysis offered support for a 5-factor representation of the experiential sources, though the personal mastery and verbal persuasion sources were substantially interrelated. As a set, the source variables accounted for a larger portion of the variance in self-efficacy than outcome expectations, with much of their relation to outcome expectations being mediated by self-efficacy. Good support was also found for a path model including the source variables in the prediction of career exploration goals and level of career decidedness. Though the sources were generally linked to goals indirectly, mastery and positive affect both produced significant direct paths to level of decidedness. The findings are interpreted in light of social cognitive career theory and their implications for further research and practice are discussed.
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applying the social cognitive model of career self management to career exploration and decision making
Journal of Vocational Behavior, 2016Co-Authors: Robert W Lent, Ijeoma Ezeofor, Ashley M Morrison, Lee T Penn, Glenn W IrelandAbstract:Abstract We present two studies applying the social cognitive model of career self-management (Lent & Brown, 2013) to career exploration and decision-making outcomes in college students. In the first study (N = 180 college students), we developed a new, brief measure of career exploration and decision-making self-efficacy for use in subsequent model testing. The measure yielded two factors, decisional self-efficacy and coping efficacy, with adequate internal consistency reliability estimates. The decisional self-efficacy factor related strongly to an established measure of career decision self-efficacy and produced theory consistent relations with measures of outcome expectations, social support, conscientiousness, exploration goals, prior engagement in career exploration, decisional anxiety, and level of career decidedness. In the second study ( N = 215 college students), we re-examined the factor structure of the new self-efficacy measure and used it to assess the tenability of the self-management model in a path analysis predicting exploration goals, decisional anxiety, and career decidedness. The model fit the data well overall, though certain predictors were linked to the criterion variables only indirectly via mediated pathways. Implications of the findings for the social cognitive model as well as for future research and practice are considered.
Mary Elizabeth Rogers - One of the best experts on this subject based on the ideXlab platform.
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a longitudinal examination of adolescent career planning and exploration using a social cognitive career theory framework
Journal of Adolescence, 2011Co-Authors: Mary Elizabeth Rogers, Peter Alexander CreedAbstract:Abstract This study used social cognitive career theory ( Lent, Brown, & Hackett, 1994 ), as a framework to investigate predictors of career choice actions, operationalised as career planning and career exploration. The model was tested cross-sectionally and longitudinally with 631 high school students enrolled in Grades 10–12. Students completed measures of self-efficacy, outcome expectations, goals, supports and personality. Results of the hierarchical regression analyses indicated strong support for self-efficacy and goals predicting career planning and exploration across all grades at T1, and predicting change in career planning and exploration from T1 to T2. Whilst support for pathways among other predictor variables (personality, contextual influences and biographic variables) to choice actions was found, these pathways varied across grades at T1, and also from T1 to T2. Implications for social cognitive career theory, career counselling practice and future research are discussed.
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the role of personality in adolescent career planning and exploration a social cognitive perspective
Journal of Vocational Behavior, 2008Co-Authors: Mary Elizabeth Rogers, Peter Alexander Creed, Ian GlendonAbstract:Abstract Social cognitive career theory (SCCT) recognises the importance of individual differences and contextual influences in the career decision-making process. In extending the SCCT choice model, this study tested the role of personality, social supports, and the SCCT variables of self-efficacy, outcome expectations and goals in explaining the career readiness actions of career planning and exploration. The authors surveyed 414 Australian high school students in Years 10, 11 and 12. Career exploration was associated with goals and social supports, whereas career planning was associated with self-efficacy, goals, personality and an interaction term for goals and social support that indicated that levels of planning were highest when social support and goals were highest. Implications for parents, teachers and guidance counsellors as well as recommendations for future research directions are discussed.
Robert W Lent - One of the best experts on this subject based on the ideXlab platform.
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sources of self efficacy and outcome expectations for career exploration and decision making a test of the social cognitive model of career self management
Journal of Vocational Behavior, 2017Co-Authors: Robert W Lent, Lee T Penn, Glenn W Ireland, Taylor R Morris, Ryan SappingtonAbstract:Abstract In an application of the social cognitive model of career self-management (Lent & Brown, 2013), we assessed the primary experiential sources of self-efficacy and outcome expectations relative to career exploration and decision-making activities. These sources included personal mastery, verbal persuasion, vicarious learning, and affect (both positive and negative) experienced in relation to career exploration and decision-making. Participants were 324 college students, who completed an experiential sources measure along with domain-correspondent measures of self-efficacy, outcome expectations, goals, and level of career decidedness. A confirmatory factor analysis offered support for a 5-factor representation of the experiential sources, though the personal mastery and verbal persuasion sources were substantially interrelated. As a set, the source variables accounted for a larger portion of the variance in self-efficacy than outcome expectations, with much of their relation to outcome expectations being mediated by self-efficacy. Good support was also found for a path model including the source variables in the prediction of career exploration goals and level of career decidedness. Though the sources were generally linked to goals indirectly, mastery and positive affect both produced significant direct paths to level of decidedness. The findings are interpreted in light of social cognitive career theory and their implications for further research and practice are discussed.
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applying the social cognitive model of career self management to career exploration and decision making
Journal of Vocational Behavior, 2016Co-Authors: Robert W Lent, Ijeoma Ezeofor, Ashley M Morrison, Lee T Penn, Glenn W IrelandAbstract:Abstract We present two studies applying the social cognitive model of career self-management (Lent & Brown, 2013) to career exploration and decision-making outcomes in college students. In the first study (N = 180 college students), we developed a new, brief measure of career exploration and decision-making self-efficacy for use in subsequent model testing. The measure yielded two factors, decisional self-efficacy and coping efficacy, with adequate internal consistency reliability estimates. The decisional self-efficacy factor related strongly to an established measure of career decision self-efficacy and produced theory consistent relations with measures of outcome expectations, social support, conscientiousness, exploration goals, prior engagement in career exploration, decisional anxiety, and level of career decidedness. In the second study ( N = 215 college students), we re-examined the factor structure of the new self-efficacy measure and used it to assess the tenability of the self-management model in a path analysis predicting exploration goals, decisional anxiety, and career decidedness. The model fit the data well overall, though certain predictors were linked to the criterion variables only indirectly via mediated pathways. Implications of the findings for the social cognitive model as well as for future research and practice are considered.