Cognitive Information Processing Theory Research Articles

일반계 고등학생 진로분별력 개념모형 개발

Objectives The purposes of this study were to investigate the definition of career savvy that fits general high school students and its components and variables for the conceptual model. Methods For the purpose of this study, a conceptual model draft of career savvy was derived based on a comprehensive review of literature in business administration and pedagogy as well as two main theories which are trait-factor theory and cognitive information processing theory. With a conceptual model draft, Delphi surveys were conducted three times on eight career education experts. Results As a result of the Delphi survey, a conceptual model of career savvy was made and it was agreed upon by the expert panel and its validity was secured. Carrer savvy is the concept that consists of 3 components (career information collecting competence, career strategic formulation ability, and career meta-cognition ability). Specifically, career information collecting competence has 3 factors(technological ability, Networking ability, and critical acceptance ability). Career strategic formulation ability includes 4 factors(finding the gaps, analysis, synthesis, and executing). Career meta-cognition ability forms 2 factors(knowledge meta-cognition, process meta-cognition). Conclusions Career savvy consists of three components which are the ability to collect career information, the ability to formulate career strategies, and the ability of career meta-cognition and these components also contain more specific variables. The Career savvy conceptual model of this study can be used as a foundation for customized career education to improve the future career competency of general high school students.

Retrospective perceptions of support for career development among PhD graduates from US and New Zealand universities

Purpose PhD graduates are entering an increasing range of careers, but past research has highlighted a lack of preparation for these careers. This study aims to explore the reflections of PhD graduates from science and humanities and social science disciplines regarding support for career development (CD) during their study. Design/methodology/approach The authors used an explanatory sequential mixed-methods design and collected 136 survey responses and interviewed 21 PhD graduates from two US and one New Zealand universities to investigate their career readiness. Using the lens of Cognitive Information Processing theory, the authors explored the development of self-knowledge and career options-knowledge, and how support at the macro (institutional), meso (departmental) and micro (supervisors) levels influenced CD. Findings During doctoral study, there was very poor engagement with CD activities. Graduates displayed limited self-knowledge and poor knowledge about career options. Graduates reported drawing mainly on their departments and supervisors for career guidance. Although there were pockets of good practice, some departments were perceived as promoting academia as the only successful outcome, neglecting to support other possible pathways. Some graduates reported excellent supervisor support for CD, but others described disinterest or a damaging response if students said they were not wanting to pursue academia. Originality/value The enabling aspects for developing self- and options-knowledge are collated into a conceptual model, which identifies key factors at institutional, departmental and supervisor levels, as well as for PhD students themselves.

Social Identities and Cognitive Information Processing Theory: A Qualitative Analysis

Social identities impact the way individuals see themselves and their career options but career theories have been slow to the call in exploring how social identities interface with theoretical assumptions. The purpose of this study was to examine how social identities affect and inform specific dimensions identified by cognitive information processing (CIP) theory as being essential for effective career decision-making, that is, self-knowledge, options knowledge, decision-making process and skills, career beliefs, and overall career decision. Seventy-six students across ten sections of an undergraduate CIP-based career development course answered questions on an anonymous survey related to how their social identities impacted aspects of their career decision-making. Frequencies for social identities were calculated for each CIP dimension, and 11 categories identified for open-ended responses using the consensual qualitative research-modified approach accompanied pre-determined domains based on CIP theory. Across each component, the most common SI was age and generational differences. While students expressed the influence of social identities as occurring in each CIP dimension, statements related to the self-concept category occurred most often and were present in each domain. Our findings support previous work that the presence and impact of SIs on career decision-making components is undeniable, but also not universal. CIP theory provides a structure and avenues for discussing the role of social identities in career decision-making.

A qualitative study of career decision making among African and Asian international medical students in China: process, challenges, and strategies.

China hosts around 68,000 international medical students (IMSs) primarily from lower income countries in Africa and Asia, who have the potential to contribute to international medical services. Understanding how these IMSs make career decisions can help better address the issue of global medical workforce shortage. However, such research is limited. Our study aims to explore the career decision-making process of China-educated IMSs, the challenges they experienced and the strategies they employed.In this exploratory qualitative study, we conducted semi-structured interviews with IMSs educated in China in 2022 using purposeful sampling. Twenty virtual one-on-one interviews were conducted, and data were analysed through directed qualitative content analysis. Cognitive Information Processing (CIP) theory was applied as the guiding framework for organising and analysing the data.The career decision-making process of the participants generally followed the stages of decision-making cycle in CIP theory, with a combination of urgent migration decisions and specialisation considerations adding layers of complexity to their career trajectories. Identified challenges encompassed lack of knowledge about oneself and career options, lack of decision-making skills, concerns of contextual complexities that limited the career decision-making process, low motivation and negative thoughts. Specific challenges due to their role as IMSs arose, which were related to career information access, self-capability evaluation, degree accreditation, employment competitiveness and mental states. Participants' proposed strategies were categorised into personal and institutional aspects, providing insights into addressing these challenges.This study substantiates and expands the application of the CIP theory within the sphere of the particular cultural and educational context of IMSs educated in China. It highlights the significance of integrating migration decision-making into career guidance for IMSs, and contributes to the literature by proposing an evidence-based tiered career intervention programme for IMSs.

Integrating Scholarly Evidence and Personal Experience in Health Information Technology-Enabled Evidence-Based Patient-Care Practices: Challenges, Opportunities, and Outcomes

Scholarly evidence and personal experience are two prominent sources of knowledge informing patient-care practices in hospitals. In evidence-based patient-care practices, jointly applying both forms of knowledge is challenging due to the divergent preferences of administrative personnel versus frontline providers towards these knowledge sources and the limited understanding of how to combine these knowledge sources effectively despite divergent preferences. Health information technologies (HITs) tend to influence this challenge by simultaneously imprinting a standardized practice based on scholarly evidence while also allowing workarounds based on personal experience. We apply a theoretical framework, integrating cognitive information processing theory and agency theory, to the context of HIT-enabled evidence-based patient-care practices to investigate the circumstances that enable joint consideration of scholarly evidence and personal experience in value-adding versus value-depleting ways in these practices. Our findings reveal the salience of outcome uncertainty and of the prior stored knowledge of administrative personnel versus frontline providers in enabling joint considerations of the two types of knowledge and the value-adding versus value-depleting outcomes that result.

Meeting Ugandan university students’ career needs using cognitive information processing model

AbstractCareer practitioners in Uganda are challenged to help students achieve personal agency in designing and implementing preferred career paths when faced with the increased uncertainty. The need for services vastly exceeds the supply of practitioners. Cognitive information processing (CIP) theory describes key elements required for informed decision‐making and a decision‐making approach that considers the context of internal and external influences. CIP also offers an innovative delivery model designed to increase access while optimizing resources. In this article, we describe the applicability of CIP theory in meeting the career needs of students seeking career services at a university in Uganda. We discuss program integration challenges faced such as limited staff and resources, as well as specific student characteristics that act as barriers to seeing the value of personally engaging career problem‐solving. Results from a workshop survey and anecdotal comments about the integration of CIP into career service delivery are provided.

Cognitive information processing: synergizing theory, research and practice

ABSTRACT Cognitive information processing theory was born in response to a realisation the traditional method of individual, one hour counselling appointments prevented many college students from receiving needed support for their career decision making. Frustrated by this lack of access to career services, researchers, theorists and practitioners came together to create and provide the differentiated service delivery model. Thirty years and over 250 empirically-based articles later, CIP theory continues to synergistically inform research and practice across various venues, locations and populations. In this article, the authors, consisting of a team of CIP theorists, researchers and practitioners share practical examples, challenges, strategies to address those challenges, and recommendation on building a community of practice to address the praxis among these important elements.

Connection between executive processing and career development

There is substantial evidence of the connection between career development and mental health. Executive processing, including associated feelings and thoughts, has been found to significantly impact career decision making and problem solving. This has implications for career practitioners tasked with addressing these complex concerns. Utilizing comprehensive frameworks that account for this connection is essential. Cognitive Information Processing theory (CIP; Sampson et al., 2020; Sampson et al., 2004) accounts for the interconnected elements of career and mental health, and specific dimensions of executive processing. Interventions derived from CIP as well as other approaches offer a structure in which to address executive processing elements influencing career development. Being intentional in assessing and addressing career-related thoughts and feelings enables a career practitioner to effectively and efficiently support those in need.

The development of career planning scale for junior high school students based on cognitive information processing theory.

Based on the career theory of Cognitive Information Processing (CIP), we selected scale items from literature reviews and expert guidance. The scale consisted of 28 items with 4 factors (interests, abilities, values, personality). To test the scale's factor structure, we used confirmatory factor analysis (CFA), and the model was modified according to CFA results. The second-order confirmatory factor analysis was applied to the model of the scale to prove the rationality of the total score. The internal consistency were evaluated using Cronbach's alpha coefficients. In addition, the composite reliability (CR) and average variance extraction (AVE) of the scale were also calculated to test the convergent validity. After related analyses, the scale was proved to have good psychometric properties, which can be used to measure junior high school students' career planning level in information technology course from the aspects of interest, ability, values, and personality. The effect of the first-order confirmatory factor analysis model constructed in this study is not ideal. Therefore, on this basis, a second-order confirmatory factor analysis model is constructed in combination with existing literatures, and the rationality of the model is verified through data, which highlights the novelty of this study.

How does environmental corporate social responsibility contribute to the development of a green corporate image? The sequential mediating roles of employees' environmental passion and pro‐environmental behavior

AbstractDrawing on social cognitive theory and social information processing theory, this study investigated how organizations' efforts to embody environmental corporate social responsibility (ECSR) shape consumer perception of a green corporate image through employees' environmental passion and pro‐environmental behavior (PEB). To test our hypotheses, we collected multisource time‐lagged data from 214 employee–customer dyads from hotel and banking sector organizations in Pakistan. The findings show that organizations' green corporate image is a function of their efforts to engage in ECSR activities as demonstrated through employees' environmental passion and PEB. These findings have important implications in the environment and management domains because it can help organizations draft useful strategies to counter environmental degradation and generate a green corporate image in customers' minds through employees' green behavior.

‘Turning Job Seekers to Job Creators’: Talent Management Module Development for TVET Graduates

The COVID-19 pandemic negatively impacted the economy, particularly the downsizing of operations and retrenchment, which affected various sectors. Post-pandemic prompted a shift in the perspective; rather than waiting for jobs, it seems that individuals needed to become job creators. In this regard, the Technical and Vocational Education and Training (TVET) is believed to be a prominent field of study that could facilitate graduates to become job creators. Nevertheless, some of graduates would not consider owning businesses after graduation, indicating the difficulty of becoming job creators. Therefore, this study emphasising TVET program built and validated a Talent Management Module (MTM) involving creation (Job Creator) based on the Cognitive Information Processing (CIP) theory. It comprised both quantitative and qualitative phases. First, a series of interviews were carried out to explore the perceptions of talent management (TM) among seven experts. Second, a quantitative study involving data interpretation analysis based on the validity of the module content was obtained using the interview technique. Third, the module content validation process involved seven experts comprising academics and Malaysian career academy entrepreneurs whose backgrounds included entrepreneurship and TVET. The results showed that nine variables were involved, namely 1) Communication, 2) Critical Thinking and Problem-Solving Skills, 3) Teamwork Skills, 4) Continuous Learning and Information Management, 5) Entrepreneurial Skills, 6) Leadership Skills, 7) Professional Ethics and Moral, 8) Career Adaptability, and 9) Digital technology. Overall, MTM that was built in this study was consented to by the appointed experts. The development of this module might better be considered to encourage graduates to create prospective job creation that could reduce the unemployment rate. Therefore, the proposed MTM might be an appropriate solution to address unemployment through the identified important components in the implementation and empowerment of career programmes across TVET graduates.

Different Principles of Information Design for Three Online Financial Tasks: Localization, Comparison, and Subtraction

This study examines design principles for how to display financial information about a consumer loan that supports locating a value (e.g., What is the annual percentage rate (APR) for an 18-month loan?), comparing two values (e.g., Is the APR for a 24-month load greater than for an 18-month loan?), or subtracting two values (e.g., What is the difference in the APR for a 24-month load and an 18-month loan?). One hundred and thirty-three college students carried out these three types of tasks at a banking site that displayed information as a list (e.g., listing the value for interest rate, monthly payment, insurance cost, APR, amount financed, and total cost for a given duration ranging from 6 to 48 months) or as one of three types of tables or matrices (containing values for each of six variables across one axis and each of eight loan durations across the other). Accuracy and response time on each of the three types of tasks was tallied for each of the four groups. Consistent with the principle of distraction minimization, the list was the best display for locating a value. Consistent with the principle of conjoint alignment, a vertical matrix (with loan duration across columns) or horizontal matrix (with loan duration across rows) was the best for comparing two values, but an interactive matrix was less effective. Consistent with the principle of canonical form, a vertical matrix (with loan duration across columns) was the best for subtracting two values. Overall, the best information display depended on the type of task, consistent with cognitive theories of information processing.

COVID-19 impacts on early career trajectories and mobility of doctoral graduates in Aotearoa New Zealand

ABSTRACT This article explores how doctoral graduates in Aotearoa New Zealand are being impacted by the COVID-19 pandemic. A survey captured the employment and mobility situations of doctoral graduates from 2019 to early 2021 from six of the eight universities in NZ. The 406 survey responses were analysed using descriptive statistics, as well as drawing on Cognitive Information Processing (CIP) theory in an inductive analysis of freeform comments. Most respondents were aspiring to academic careers, but the pandemic led to the loss of job offers for 19.2% and altered career plans for 60.6%. Family circumstances impacted career decisions for 21.4% and these were complicated by mobility difficulties with border closures and visa issues. The impacts of the pandemic on careers were significantly greater for international graduates. The qualitative analysis revealed themes of uncertainty, complications, pragmatism and academia. Using CIP, it is apparent that the pandemic has created a more complex job environment and heightened stress and anxiety over career and mobility options. As shown in our conceptual model, NZ universities need to better prepare graduates for the landscape of career possibilities, making students aware of their attributes, supporting their wellbeing, and helping them navigate the complexity of the current job environment.

A mixed methods study of the challenges for geoscience majors in identifying potential careers and the benefits of a career awareness and planning course

Undergraduates majoring in geoscience are often unaware of their career options beyond traditional resource industries; they need explicit supports to consider their post-graduation options. This mixed methods study sought to fill gaps in the literature related to the overabundance of solely quantitative studies related to career awareness and the dearth of studies on career awareness courses that are guided by theory. The study investigates the challenges geoscience undergraduate students face when considering a career, what resources students use to find career information, and the benefits of a geoscience career awareness and planning course (career course) rooted in cognitive information processing (CIP) theory. Data were collected via our Career Resource Survey (from both career course participants and a comparison group), course assignments, and focus groups. Findings indicate that many students do not know what careers they can pursue in the geosciences, nor what the specific titles of careers mean (e.g., hydrology technician vs. hydrologist). Undergraduate students report using a variety of resources to learn more about careers and to find jobs, but no particular resource stands out as being primarily used. The career course supported students in terms of guidance, tools, and connecting with geoscience careers. Specifically, the course supported students in exploring myriad geoscience-related careers, identifying the specific steps needed to pursue these careers, meeting and connecting with a variety of people in geoscience careers, and seeing the value of their geoscience degrees. Other geoscience programs may consider creating a similar course, or implementing components of the course as connected to CIP theory. Professional geoscientists and organizations may consider being more proactive in connecting with undergraduate students to support their knowledge of, and transition into, geoscience careers. Being deliberate in exposing undergraduates to geoscience career opportunities may help to attract and keep students engaged in the field, and to graduate geoscientists who are more highly-qualified for the workforce.

Standardized career course curriculum: Effects on negative career thoughts

AbstractCollege students today face numerous pressures, which complicate a student's career decision‐making process and make it imperative that career development practitioners utilize interventions that are empirically proven to enhance outcomes related to career development. This study examines a theoretically based career course and assesses negative career thoughts and metacognitive knowledge of students at the beginning and end of the course. Rooted in cognitive therapy theoretical concepts, cognitive information processing theory highlights how negative thoughts can have a detrimental impact on one's behavior and emotions. The best‐fitting mixed linear model with random intercepts for 78 students with complete data observed significant improvements in negative career thoughts without being differentially impacted by instructor effects. Additionally, students with lower estimations of their career‐related knowledge at the pre‐test had smaller changes in negative career thoughts at post‐test. These results are unique because despite various instructors teaching, the reduction in negative metacognitions remained stable across all sections.

The effects of cognitive information processing and social cognitive career group counseling on high school students' career adaptability.

The aim of this study was to examine the effect of cognitive information processing (CIP) and social cognitive career theory (SCCT) group counseling on high school students’ career adaptability. The study involved 81 students from grade 10 and grade 11 in a Chinese public high school. Among the 81 participants, 27 were in the CIP group, 28 were in the SCCT group, while the rest were in the control group. All participants completed a pre-test, post-test, and tracking-test assessment of their career adaptability. Results indicated that the interventions were effective for the students with low career adaptability, the CIP group counseling improved the career concern after the intervention, whereas the SCCT group revealed a more robust effect on career adaptability after 3 months of the intervention. The practical implications of the study for career interventions are also discussed.

An Online Career Intervention for Promoting Chinese High School Students' Career Readiness.

To assist Chinese high school students in improving their career readiness and tackling career decision-making difficulties, we designed a synchronous online career intervention based on the Cognitive Information Processing (CIP) theory during the Covid-19 pandemic. The online career intervention consisted of a series of career courses to develop high school students’ knowledge and skills in career planning, career assessments for exploring their vocational interests and academic self-concept, and a database providing basic information about university majors. To evaluate the intervention’s effectiveness, 957 10th grade students were recruited in the study, 601 participants (girls = 227, boys = 324) were randomly assigned to the experimental group (online career intervention), and 356 (girls = 159, boys = 197) participants were randomly assigned to the control group (no any career interventions). All participants completed a pre- and post-intervention assessment of their career maturity, vocational identity and career decision-making difficulties. Results indicated that the online intervention significantly increased high school students’ career readiness and reduced their career decision-making difficulties. The practical implications of this research for online career interventions directed at Chinese high school students are also discussed.

Ethical human resource management mitigates the positive association between illegitimate tasks and employee unethical behaviour

AbstractDrawing on social cognitive theory and social information processing theory, we developed a moderated mediation model in which moral disengagement was theorised as a unique mechanism to explain why employees engage in unethical behaviours after performing illegitimate tasks. Ethical human resource management (HRM) was proposed as a boundary condition that influences this mechanism. We tested the model using time‐lagged supervisor–subordinate matched data. The results showed that moral disengagement mediated the relationship between illegitimate tasks and unethical behaviours, and that this relationship was weaker when ethical HRM was perceived to be high level rather than low level. Thus, our hypotheses were supported. The theoretical and practical implications of these findings are discussed.

The intersection of career and mental health from the lens of Cognitive Information Processing Theory

Anxiety and depression have increased exponentially and can be exacerbated by the ongoing individual and combined effects of the pandemic, ongoing unemployment, and systemic racism. Across the globe, career counsellors see the impact of these mental health concerns on individuals as they engage in career-decision making and problem-solving. Cognitive Information Processing theory (CIP; Sampson et al., 2020) can provide a useful framework for supporting diverse individuals experiencing heightened mental health and career concerns. In this article, we review key components of CIP theory, provide specific case examples that highlight the integration of career and mental health, and offer CIP-based conceptualizations and interventions.

How does mitigate the effects of illegitimate task on unethical behavior? The role of ethical HRM

Research has consistently demonstrated that illegitimate tasks produce a wide array of negative outcomes for employees. However, knowledge about whether such tasks could stimulate employees’ unethical behavior and the conditions under which employees might withhold their unethical behavior is relatively limited. The purpose of this study was to provide insight into the effects of employee experienced illegitimate tasks on unethical behavior based on social cognitive theory and social information processing theory. We conducted a two-wave, two-source survey with a sample of 247 Chinese employees working in the transportation industry. As expected, employee experienced illegitimate tasks are positively related to moral disengagement, and resulting in unethical behavior. In addition, ethical human resource management (HRM) buffers the relationships between moral disengagement and unethical behavior. This study broadens the focus of the research on illegitimate tasks and presents a more complex model in the literature of how ethical HRM influences employees’ moral thought and action.