Vocational Outcome Expectations Research Articles

Testing a social cognitive model of career self‐management with Turkish undergraduate students

AbstractThis study investigated the direct and indirect associations between social–emotional learning (SEL) skills, career decision self‐efficacy (CDSE), vocational outcome expectations (VOE), and career engagement (CE) within social cognitive career theory (SCCT) in a sample of Turkish university students. Junior and senior students (N = 460) completed the Social–Emotional Learning Scale‐Young Adult Form, the Career Decision Self‐Efficacy Scale‐Short Form, the Vocational Outcome Expectations Scale, the Career Engagement Scale, and the Demographic Information Form. Data was collected during COVID‐19 lockdowns in 2021. The results of a multiple serial mediation model indicated that higher SEL skills were related to higher CDSE and VOE, and, in turn, to CE. Overall, the results show that SCCT provides a promising framework for identifying predictors of CE, self‐directed career management behavior, in young adults during the transition from school to work. These findings have implications for theory, research, and practice by identifying potential influences on CE during COVID‐19.

Adaptation to Turkish of the Career Exploration and Decision Self‐Efficacy Scale

AbstractThe aim of this study was to validate the Turkish version of the Career Exploration and Decision Self‐Efficacy (CEDSE) Scale with Turkish undergraduate students. Results show that with the sample of Turkish undergraduate students (N = 202) the Turkish CEDSE Scale had a two‐factor structure with 12 items. The CEDSE Scale's two‐factor structure was validated by a sample of Turkish undergraduate students (N = 255). Multigroup confirmatory factor analysis verified the measurement invariance of the CEDSE Scale across gender groups. The Turkish CEDSE Scale produced positive relations with measures of vocational outcome expectations and career decidedness as well as strong positive correlations with career decision‐making self‐efficacy. The CEDSE Scale scores produced statistically significant beta coefficients predicting vocational outcome expectations and career decidedness. The results support the concurrent and criterion‐related validity of the CEDSE Scale. Calculations of Cronbach's alpha, McDonald's omega, and stability coefficients yielded evidence for the CEDSE Scale's reliability.

Career Engagement Scale: Examination of Turkish Psychometric Properties

The aim of this study is to adapt Career Engagement Scale (CES) developed by Hirschi, Freund, and Herrmann (2013) into Turkish. The data of the study were collected from 500 (64.7% female) university students. First of all, exploratory factor analysis was performed, and, unlike the original form, a two-factor structure with an eigenvalue greater than 1 and explaining 63.58% of the total variance was obtained. Confirmatory factor analysis (CFA) was performed to examine the validity of the two-factor structure obtained in Exploratory Factor Analysis (EFA). The model fit indices (x2 = 73.924, df = 25 x2/df =2.95, p < .001; GFI = .97, AFGI = .97 CFI = .98, RMR = .038; TLI = .95, IFI = .98, NFI = .97 and RMSEA = .063 %90 [.046-.079]) obtained as a result of the analysis reveal that the two-factor structure of the measurement tool was confirmed on Turkish samples. The internal consistency coefficients of CES were calculated as .88 for the whole scale, .84 for the proactive career planning dimension, and .83 for the career proactive skill development dimension. To examine the similar scale validity of CES, the correlation coefficient between the Vocational Outcome Expectations Scale (VOES), the Career Decision Regret Scale (CDRS), and the Satisfaction With Life Scale (SWLS) was calculated. As a result of the analysis performed, a significant positive correlation was found between CES and VOES (r = .55; p < .01) and SWLS (r =.41, p < .01). However, a significant negative correlation was found between CES and CDRS (r = -.22; p < .05). All these results show that the two-factor structure of CES has been validated on a Turkish sample and it is a valid and reliable scale

A test of the career self-management model with Turkish undergraduate students

The purpose of this study was to test the career self-management model among Turkish undergraduate students. For this purpose, data were collected from a group of 428 Turkish undergraduate students attending a state university located in İstanbul province. A structural equation model was used to determine the variables that associated with career decidedness of university students. As a result, the conscientiousness personality trait was removed from the model. Additionally, career decision-making self-efficacy, vocational outcome expectations, and goal feedback exerted a significant and direct effect on university students’ career decidedness. Finally, the career self-management model was found to be partially confirmed.

What Role Do Visions About Future and Vocational Outcome Expectations Have on Proactive Career Behaviors? Examining a Mediation Model on University Students

What Role Do Visions About Future and Vocational Outcome Expectations Have on Proactive Career Behaviors? Examining a Mediation Model on University Students

How do family influence on career choices and perceived social support affect students’ life satisfaction in Turkey? The role of vocational outcome expectations as mediator

How do family influence on career choices and perceived social support affect students’ life satisfaction in Turkey? The role of vocational outcome expectations as mediator

The Role of Problem-Solving Skills in Career Decision-Making Self-Efficacy and Vocational Outcome Expectations

The aim of this study was to determine the role of university students’ problem-solving skills in their career decision-making self-efficacy and vocational outcome expectations (VOE). The research study group comprised 327 female (70.6%) and 136 male (29.4%) students; a total of 463. Statistical analysis showed positive significant correlations between problem-solving points, career decision-making self-efficacy, and VOE. Additionally, problem-solving points explained 25% of variability in career decision-making self-efficacy and 17% of variation in VOE. The results were interpreted in comparison with literature findings and recommendations proposed for applications and similar research to be completed in the future.

Critical agency and vocational outcome expectations as coping mechanisms among undocumented immigrant students.

Critical agency and vocational outcome expectations as coping mechanisms among undocumented immigrant students.

Psikolojik Danışman Adaylarının Kariyer Kararı Yetkinlik ve Mesleki Sonuç Beklentilerinin Geliştirilmesi

Bu araştırmada, Sosyal Bilişsel Kariyer Kuramı temelinde geliştirilen psikoeğitim programının psikolojik danışman adaylarının kariyer kararı yetkinlik ve mesleki sonuç beklentileri üzerindeki etkisi incelenmiştir. Araştırma, yarı deneysel desende gerçekleştirilmiş olup, çalışma grubunu rehberlik ve psikolojik danışmanlık anabilim dalında öğrenim gören 54 üniversite öğrencisi (27 deney, 27 kontrol grubu) oluşturmuştur. Deney grubuna araştırma kapsamında geliştirilen psikoeğitim programı uygulanırken, kontrol grubuna yönelik herhangi bir uygulama yapılmamıştır. Deney gruplarında psikoeğitim programı iki ayrı grup halinde araştırmacılar tarafından uygulanmış, uygulamanın etkililiğini belirlemeye yönelik veriler Kariyer Kararı Yetkinlik Beklentisi Ölçeği Kısa Formu ve Mesleki Sonuç Beklentisi Ölçeği aracılığı ile elde edilmiştir. Elde edilen verilerin analizinde ilişkisiz gruplar t-testi, kovaryans analizi, çok değişkenli varyans analizi ve çok değişkenli kovaryans analizi kullanılmıştır. Analiz sonucunda kariyer kararı yetkinlik beklentisi ve mesleki sonuç beklentisinin ön-test puanlarına göre düzeltilmiş son test puanlarının deney grubu lehine farklılaştığı bulunmuştur. Bu bulgular psikoeğitim programının psikolojik danışman adaylarının kariyer kararı yetkinlik beklentisi ve mesleki sonuç beklentisini artırmada etkili olduğunu göstermiştir.

Self-efficacy belief and perceived career barriers as a predictor of vocational outcome expectations

Self-efficacy belief and perceived career barriers as a predictor of vocational outcome expectations

The Role of Positive Psychology, Cultural, and Family Factors in Latina/o College Students' Vocational Outcome Expectations

Latina/o college students (N = 120) provided their perceptions of positive psychology, cultural, family, and vocational outcome expectations. Presence of meaning in life, hope, Anglo orientation, and Mexican orientation were significant predictors of subjective happiness. Implications for counselors are provided.

Self-efficacy Belief and Perceived Career Barriers as a Predictor of Vocational Outcome Expectations

With reference to social cognitive career theory, this study aims to detect the predictor role of demographic variables such as self-efficacy belief, perceived career barriers, gender, the level of participation to self-improvement activities, internship and academic success perception on the vocational outcome expectations of university students. In the study, the data were obtained from 281 university students, who were chosen by purposive sampling, and analysed by a statistical program. The findings of the research indicate that self-efficacy belief and perceived career barriers predict vocational outcome expectations meaningfully. Besides, the analyses reveal that there is a positive and medium-level relationship between self-efficacy belief and vocational outcome expectations; on the other hand, a negative and low-level relationship was figured out between perceived career barriers and vocational outcome expectations. Also the findings reveal that vocational outcome expectations meaningfully differentiate according to gender, the level of participation to self-improvement activities and academic success perception.

Anticipation of racism and sexism: Factors related to setting career goals for urban youth of color.

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).

First-Generation College Students’ Perceived Barriers and Career Outcome Expectations: Exploring Contextual and Cognitive Factors

The current study explores contextual factors that contribute to the linkage between perceived barriers and career outcome expectations of first-generation college students (FGCS). The authors tested how FGCS’ sense of coherence, social support from family, peers, and a special person, as well as their sense of campus connectedness mediate or moderate the effect of perceived educational and career barriers on their vocational outcome expectations. Participants were 153 ethnically diverse FGCS attending public universities. Moderation analysis indicated that campus connectedness was a significant moderator—for FGCS who experience low or average level of campus connectedness, higher levels of barriers are associated with more negative career outcome expectations. Mediation analysis supported that the relationship between perceived barriers and career outcome expectations was mediated by sense of coherence. None of the other social support variables were statistically significant as a moderator. Implications for future research and program development are discussed.

Factors Affecting Career Goals of Taiwanese College Athletes From Perspective of Social Cognitive Career Theory

The present study attempted to identify the psychological processes associated with the career goals of Taiwanese college athletes. In order to identify the psychological processes potentially associated with career goals, the study drew upon social cognitive career theory (SCCT). The results supported SCCT indicating that career decision-making self-efficacy contributed to vocational interests, outcome expectations, and career goals. Social support was found to be related to career decision-making self-efficacy, and outcome expectations were found to be related to vocational interests. In addition, the results revealed that career decision-making self-efficacy and outcome expectations indirectly affected career goals through vocational interests and that social support indirectly affected career goals through career decision-making self-efficacy. However, the results did not support the hypothesis that social support and outcome expectations contributed to career goals. The practical implications of these findings in terms of the career counseling given to Taiwanese college athletes are discussed.

Prediktori očekivanja o profesionalnim ishodima kod studenata odgojiteljskih, učiteljskih i nastavničkih studija

Postulating expectations regarding one's professional future represents an important segment of career decision making, as well as choosing behaviors aimed at fulfilling professional goals. Given the relevance of this topic, the conducted study addressed such expectations among a group of students studying to become educators and teachers. Specifically, 301 students participated in this study and completed instruments designed for measuring their core self-evaluations, self- -perceived employability, career decision self-efficacy and vocational outcome expectations. In doing so, the goal of the study was to investigate the contributions of core self- -evaluations, self-perceived employability and career decision self-efficacy to students' vocational outcome expectations. The obtained results indicated core self-evaluations, self-perceived employability and career decision self-efficacy as statistically significant predictors of vocational outcome expectations. In addition, the contributions of core self-evaluations and self-perceived employability to students' expectations were mediated by their career decision self-efficacy. These findings confirm and extend previous knowledge related to the relevance of beliefs regarding own abilities and characteristics for vocational outcome expectations and may be informative for future research as well as career development counseling programs.

The relationship between career decision-making self-efficacy and vocational outcome expectations of preservice special education teachers

Social cognitive career theory, which is one of the most studied career approaches, recently proposed that self-efficacy and outcome expectations are important determinants of the career choice process. Career self-efficacy and vocational outcome expectations might both result in avoiding or having greater motivation levels in terms of career behaviours. These two factors are both crucial in career decision-making and performing career behaviour. This study aims to examine the relationship between career decision self-efficacy and vocational outcome expectations of preservice special education teachers in North Cyprus. This study is based on quantitative research method, and 156 preservice special education teachers participated in this research. Career Decision Self-Efficacy Scale and Vocational Outcome Expectations Scale were used to collect the data. The results were analysed with statistical analysis methods involving descriptive statistical analysis, t-test, chi-square, Kruskal-Wallis, correlation and regression. Age was found to be significantly related with career decision-making self-efficacy. Results also showed that there is a significant relationship between career decision-making self-efficacy, and vocational outcome expectancy. The results are discussed with reference to relevant literature and recommendations for further research and practices are also provided. Keywords : career choice; career decision-making; preservice special education teachers; self-efficacy; vocational outcome expectations

Career Decision-Making Within the College Social Microcosm

The present investigation sought to examine whether the college social environment influences students’ career decision-making (CDM) processes. It was comprised of three overarching hypotheses: (1) uncertainty about one’s academic major would be devalued in the college social microcosm, (2) social exclusion would negatively impact four basic psychological needs (belonging, sense of control, social state self-esteem, and meaning in life), and in turn, (3) social exclusion along with the four needs would negatively impact career decision self-efficacy and vocational outcome expectations. Study 1 ( N = 433) presented participants with two fictional student vignettes (certain about major vs. uncertain) which they were asked to rate using a series of positive personality traits. Results revealed that the vignette portraying a student certain about his or her academic major was judged significantly more positively compared to an uncertain student ( d = .71). Study 2 ( N = 148) experimentally manipulated social exclusion to examine its effects on the four needs and on the two CDM variables. Two types of exclusion were used (career-based and personal); both led to significantly lower levels of the four needs when compared to the career-based inclusion condition. Moreover, belonging, sense of control, and meaning in life made significant contributions to both vocational variables. Conclusions and implications are discussed.

Contextual Factors in the Career Development of Prospective First-Generation College Students

Sociocultural influences may affect the academic and vocational development of first-generation college students; however, research in this area remains limited. The purpose of this study was to examine how contextual influences predicted academic and vocational outcomes for prospective first-generation college students. Participants included 142 (62 males and 80 females) high school students from low-income backgrounds enrolled in a college preparatory program. Path analyses tested the fit of a social cognitive career model examining how distal (e.g., ethnic identity) and proximal (e.g., parental support, perceptions of barriers) factors predicted vocational outcome expectations (VOE), vocational/educational self-efficacy, and student engagement. Results found an adequate fit for the social cognitive career model. Ethnic identity predicted VOEs and self-efficacy. Father support and perceived barriers predicted vocational/educational self-efficacy, whereas mother support (MS) predicted VOEs. Additionally, VOEs and MS predicted student engagement.

Critical Consciousness and Vocational Development Among Latina/o High School Youth

Critical consciousness of inequity and racism may be a significant asset for Latina/Latino youth’s educational persistence and vocational development. This study describes the development and testing of a new measure of critical consciousness in two samples of Latina/Latino adolescents. Study 1 presents an exploratory factor analysis of the critical consciousness items in a sample of 476 Latina/Latino students from 65 high schools. Study 2 presents confirmatory factor analyses of the items in a separate sample of Latina/Latino students from 74 high schools for the English ( n = 680) and Spanish ( n = 190) versions of the measure. A two-factor structure (Critical Agency and Critical Behavior) provided a good fit to the data. Relationships between Critical Agency, Critical Behavior, and variables such as postsecondary education plans, vocational outcome expectations, engagement (in school, extracurricular activities, Spanish language, and helping others), and thoughts of dropping out provide initial evidence of construct validity. Strengths, limitations, and future directions are discussed.