Path Analysis of Career Decision-Making Among Nursing Students: A Descriptive Cross-Sectional Study.

PURPOSEUnderstanding the career decision self-efficacy and outcome expectations of college students with disabilities (CSWD) are important to ensure their career-related activities participation and transition into the workforce. Therefore, the purpose of the present study was to examine the influences of disability identity, ethnic identity, perceptions of career barriers, and social supports on the career decision self-efficacy and outcome expectations of CSWD.METHODThe study utilized a cross-sectional survey design and the sample consisted of 312 CSWD recruited at two 4-year universities in Midwestern and Southeastern areas. A series of hierarchical regression analyses was used to examine the factors, including disability identity, ethnic identity, social support, perceived career barriers, ethnicity, gender, and disability types affect career decision self-efficacy, and career outcome expectations of CSWD.RESULTSThe results showed that 30.1% of variability, F(7, 248) = 15.272, p < .001, in career decision self-efficacy was explained by disability identity, ethnic identity, social support, perceived career barriers, ethnicity, gender, and disability type. Social support was the largest contributor to career decision self-efficacy. In addition, 56.1% of variability, F(8, 247) = 39.433, p < .001, in career outcome expectations was explained by disability identity, ethnic identity, social support, perceived career barriers, career decision self-efficacy, ethnicity and gender. Career decision self-efficacy was the largest contributor to career outcome expectations.CONCLUSIONSSeveral implications for rehabilitation professionals, educators, and researchers are provided.First, the intersection of social identities (i.e., disability identity and ethnicity identity) requires increased attention in the rehabilitation fields. Sociocultural backgrounds and diverse identities are factors that have been identified as influencing career development of CSWD. Rehabilitation counselors and relevant professionals can play critical roles in supporting and empowering CSWD to develop positive disability and ethnic identities within the postsecondary education environments. Second, appropriate social support from family, peers, faculty, and disability service specialists, inclusive campus climate, and career-related development support in postsecondary education are essential for positive career outcomes of CSWD. Lastly, the effective career services could assist underrepresented CSWD building a sense of identity, confidence, and beliefs of competencies for career decisions and career outcomes, also, eliminate perceptions of career barriers attributing to intersecting multiple identities.

Parental authority as a mediator between career decision-making self-efficacy, career decision ambiguity tolerance, and career choice of nursing students: A path analysis.

The current study sought to test hypotheses derived from the social cognitive model of career self-management (CSM; Lent & Brown, 2013) applied to the process of career exploration and decision-making. We examined how well personality traits, contextual factors, and social cognitive predictors, collectively, account for exploration behavior and career decision-making outcomes. Specifically, we determine the relationships between personality traits with career decision self-efficacy, career goals, and decisional criteria in a sample of 302 high school students. The participants completed domain-specific measures of four personality traits (conscientiousness, intellect/openness, extraversion, and neuroticism), social support, self-efficacy, outcome expectations, goals, level of career indecision, and decisional anxiety. The model fit the data well overall, though certain predictors were linked to the criterion variables only indirectly via mediated pathways. The structural equation model analysis suggested, consistent with previous studies, that the contribution of personality on career exploration and decision-making was mediated by sociocognitive mechanisms. Multiple group analysis suggests that neither sex nor the type of institution (state/private) that students attend determines the relationships among the variables of the proposed theoretical model. Limitations, further research, practical implications, and methodological implications for the CSM model are discussed.

Most research applications of the social cognitive model of career self-management (CSM; Lent & Brown, 2013) to career exploration and decision-making have involved U.S. college students. To extend research on the model, we tested its fit to the data in a sample of 345 unemployed adult workers in Portugal. Participants completed measures of career decision self-efficacy, outcome expectations, social support, conscientiousness, neuroticism, exploration goals, decisional stress, and career choice certainty. The model test yielded good overall fit to the data and accounted for significant variance in goals, stress, and choice certainty. When compared with prior findings, the results suggest that the CSM model may offer explanatory utility relative to the making of initial as well as subsequent career decisions and across national boundaries. Implications of the findings for the social cognitive model as well as for future research and practice are considered. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

This study examined the effects of anticipated racial and gender discrimination on variables related to the development of career goals. For a sample of 195 urban youth of color we used path analysis to test a career decision self-efficacy and goal-setting model informed by the social cognitive career theory self-management model of career exploration and decision-making behavior (Lent & Brown, 2013). Specifically, we examined how students' anticipation of racial and gender discrimination in the workplace were related to the process variables of career decision self-efficacy and outcome expectations, and how self-efficacy and outcome expectations were related to setting clear, viable goals. The results indicate different pathways for boys and girls. For boys, an anticipated hostile racial employment climate was negatively related to career decision self-efficacy, with career decision self-efficacy and vocational outcome expectations positively related to goals. For girls, an anticipated hostile racial employment climate was negatively related to vocational outcome expectations, with vocational outcome expectations positively related to career goals. Analyses showed that for boys, career decision-making self-efficacy fully mediated the effects of racial discrimination on vocational outcome expectations, and vocational outcome expectations partially mediated the effects of career decision-making efficacy on goals. While career decision making was related to vocational outcome expectations, there were no indirect effects for girls. For this sample, anticipated employment-related gender discrimination was not significantly related to career decision self-efficacy or outcome expectations among either boys or girls. Implications for training, practice, and research are discussed. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

This study examines the influence of two potential sources of strength (i.e., ethnic identity and parent/teacher support) on the cognitive variables of career decision self-efficacy and outcome expectations in a sample of 104 African American ninth-grade students. The results indicate that parental support is positively related to career decision self-efficacy and teacher support is positively related to career decision self-efficacy and career outcome expectations. No relationship is found between ethnic identity and either self-efficacy or outcome expectations. The findings confirm the importance of considering contextual supports in career counseling and education. Limitations, implications for counseling, and suggestions for future research are discussed.

Applying the social cognitive model of career self-management to career exploration and decision-making

The purpose of this study was to better understand the roles of social status and family support in the career decision making of young adults in college. We tested a path model predicting career decision self-efficacy and career-related outcome expectations in a sample of 270 male and female undergraduate students. Predictor variables included family of origin socioeconomic status, perceived social status, perceived family support, and intentional family career-related interactions. The sample was randomly split into a calibration sample and a validation sample. Based on a path analysis with the calibration sample, the hypothesized model was modified, and a multiple group analysis was used to test for model invariance for the revised model. The results of this study suggest that both family status and family support are associated with social cognitive career development outcomes. Implications for both research and practice are discussed.

Although career preparation is an important factor in making correct career decisions and increasing job satisfaction, nursing students lack consideration and preparation for their career path when choosing a major. The purpose of this study was to identify the relationships among career decision-making self-efficacy, career outcome expectation, and career consciousness maturity on the behavior of nursing students in preparing for their careers. We collected data using structured questionnaires from 95 nursing students in C city from June 1 to June 20, 2018. We analyzed the data using the IBM SPSS/WIN 23.0 program for descriptive statistics, independent t test, oneway ANOVA, Pearson’s correlation coefficient, and multiple regression. As a result, the factors influencing the career preparation behavior of nursing students were career decision self-efficacy (β = .35, p < .001) and career consciousness maturity (β = .30, p = .003), and the explanatory power of these variables was 37%. Based on these results, it was required to develop programs to strengthen career decision-making self-efficacy and career consciousness maturity. In order to improve career decision-making self-efficacy, a program should be developed to improve confidence in solving problems by providing career opportunities. In addition, in order to strengthen career consciousness maturity, a career road map for each grade should be constructed, as well as systematic career counseling and employment capacity enhancement programs.

Career exploration and decision-making learning experiences: A test of the career self-management model

Revisiting the bottleneck hypothesis: The role of sexual identity development in the career exploration and decision-making of sexual minority college students

The career transition from undergraduate studies to the world of work is a very important step in career planning. During this transition period, career counseling is needed in assisting undergraduate students to achieve academic success and career readiness as has been written in several educational reforms such as the Blueprint for Reform from the US Department of Education in 2010 and No Child Left Behind in 2001 (Li, Mau, and Bray, 2017). One aspect that can affect career readiness is Career Decision-Making Self Efficacy (CDSE). This study aims to see the description of Career Decision-Making Self Efficacy of students in the career transition period. Counseling data was processed using a qualitative descriptive phenomenology method to see the meaning of undergraduate students in their Career Decision-Making Self Efficacy. The results of the study that showed a description of students' Career Decision-Making Self Efficacy are expected to be taken into consideration for holding activities aimed at improving students' Career Decision-Making Self Efficacy in the future.

This study was a single-group pre-post survey carried out to analyze the effects of a calligraphy extracurricular program on nursing students' career decision making self-efficacy (CDMSE) and self-leadership. The subjects of this study were 230 second-year nursing students. The collected data were analyzed using SPSS WIN 25.0 program for descriptive statistics, paired t-test, one-way ANOVA, and Pearson correlation coefficient. After the calligraphy extracurricular program, CDMSE (t=7.20, p<.001) and self-leadership (t=6.80, p<.001) both advanced, and there was a significant difference in all detailed item. As a result of analyzing CDMSE and self-leadership, it was found that there was a strong correlation both before (r=.81, p<.001) and after (r=.85, p<.001) the program. As a result of this study, the effectiveness of the calligraphy extracurricular program was verified, and it is believed that the desire for aesthetic experience can be satisfied. University education should continue to provide students with a variety of opportunities to improve their capabilities in various ways by organizing a variety of helpful extracurricular programs.

With social changes, the realization of smooth and satisfactory employment of college students is an issue that requires deep thought. Basic psychological needs satisfaction play an important role as a guiding factor that affects students' career adaptability. This study aims to explore the relationship and mechanism between the satisfaction of students' basic psychological needs satisfaction and their career adaptability. A survey is conducted among students from six different universities across the country, using the Basic Psychological Needs Satisfaction Scale, the Career Adaptability Scale, the Career Decision Self-Efficacy Scale, and the Career Outcome Expectations Scale. The satisfaction of basic psychological needs, career decision self-efficacy, and career outcome expectations are all significantly positively correlated with career adaptability.Career decision self-efficacy plays a partial mediating role between basic psychological needs satisfaction and career adaptability among college students. The moderated mediation model found that career outcome expectations play a regulatory role in the effect of career decision self-efficacy on career adaptability. College students' basic psychological need satisfaction can positively predict career adaptability directly and indirectly affect career adaptability through career decision self-efficacy, and career outcome expectations have a moderating role between career decision self-efficacy and career adaptability.

The paper examines the career decision’s self-efficacy of final year students and analyses the relationship between students’ career decision self-efficacy and parental involvement during career decision-making. The importance of cognitive factors in deciding on the profession is sufficiently widely analysed in the modern psychological literature on career topics, but links between external factors, such as parental support, interference, or non-involvement, and career decision’s self-efficacy analysis are inadequate. The aim of this study is to investigate the relationship between parental involvement during career decision-making and students’ career decision self-efficacy. The study sought to find the relationship between three parental involvement facets – support, interference, lack of engagement – and students’ career decision self-efficacy. In order to achieve the aim of this work, the following questions were formulated: whether career decision’s self-efficacy is higher on the profession determined students compared to students not determined on the profession; whether increasing support of parents when deciding on the profession will increase career decision’s self-efficacy of school leavers; whether increasing parental interference and non-involvement while choosing a career in children’s career decision self-efficacy of school leavers will decline; whether perceived parental involvement in choosing a profession is different compared to schoolgirls and schoolboys. 205 students of 11-12 grades from Vilnius and Trakai secondary schools participated in the main research (mean age – 17, SD = 0.8). The assessment was based on two questionnaires: Career-Specific Parental Behaviours (Dietrich, Kracke, 2009) and Career Decision Self-efficacy Short-Form Scale (Betz, Klein, 1996). The results indicated that parental support and interference were positively related to career decision’s self-efficacy, while lack of engagement was negatively associated with career decision’s self-efficacy. As well as this, it was found that students, who have made their final career choice, scored higher on Career Decision Self-efficacy. There were no gender differences between parental support and interference; however, it was found that boys tend to receive less parental involvement in their career decision–making compared to girls.