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Social cognitive career theory: Exa...

Schaub, Michael.

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Social cognitive career theory: Examining the mediating role of sociocognitive variables in the relation of personality to vocational interests.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Social cognitive career theory: Examining the mediating role of sociocognitive variables in the relation of personality to vocational interests./
Author:	Schaub, Michael.
Description:	218 p.
Notes:	Source: Dissertation Abstracts International, Volume: 64-07, Section: A, page: 2463.
Contained By:	Dissertation Abstracts International64-07A.
Subject:	Education, Vocational. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3098455

Social cognitive career theory: Examining the mediating role of sociocognitive variables in the relation of personality to vocational interests.
Schaub, Michael.

Social cognitive career theory: Examining the mediating role of sociocognitive variables in the relation of personality to vocational interests. - 218 p.

Source: Dissertation Abstracts International, Volume: 64-07, Section: A, page: 2463.

Thesis (Ph.D.)--The University of Akron, 2003.

Lent, Brown, and Hackett's (1994) social cognitive career theory (SCCT) is a model of career development that delineates how person inputs, contextual affordances, and sociocognitive variables affect the formation of vocational interests, career goals, and actions. Based on Bandura's (1986) social cognitive theory, SCCT emphasizes the role of learning experiences, self-efficacy, and outcome expectations in the career development process. SCCT is also concerned with the relations of various person variables, including race/ethnicity, gender, and predispositions, to sociocognitive variables, vocational interests, and other career outcomes.Subjects--Topical Terms:

1017499
Education, Vocational.

Social cognitive career theory: Examining the mediating role of sociocognitive variables in the relation of personality to vocational interests.
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035 $a (UnM)AAI3098455
035 $a AAI3098455
040 $a UnM $c UnM
100 1 $a Schaub, Michael. $3 1613464
245 1 0 $a Social cognitive career theory: Examining the mediating role of sociocognitive variables in the relation of personality to vocational interests.
300 $a 218 p.
500 $a Source: Dissertation Abstracts International, Volume: 64-07, Section: A, page: 2463.
500 $a Adviser: David M. Tokar.
502 $a Thesis (Ph.D.)--The University of Akron, 2003.
520 $a Lent, Brown, and Hackett's (1994) social cognitive career theory (SCCT) is a model of career development that delineates how person inputs, contextual affordances, and sociocognitive variables affect the formation of vocational interests, career goals, and actions. Based on Bandura's (1986) social cognitive theory, SCCT emphasizes the role of learning experiences, self-efficacy, and outcome expectations in the career development process. SCCT is also concerned with the relations of various person variables, including race/ethnicity, gender, and predispositions, to sociocognitive variables, vocational interests, and other career outcomes.
520 $a Extant research generally supports certain paths posited in SCCT; however, a review of the literature revealed several limitations of SCCT research. The purpose of the present study was to address these limitations and, subsequently, to enhance vocational psychologists' understanding of the complex mechanisms by which individuals develop career interests. Specifically, this study examined (a) the relation of personality to vocational interests both directly and indirectly, via sociocognitive variables, (b) the role of learning experiences spanning Holland's (1997) RIASEC themes, measured with the Learning Experiences Questionnaire (LEQ, in SCCT, and (c) the validity of several paths posited in SCCT for each of Holland's RIASEC themes.
520 $a Results indicated that personality was related to learning experiences, self-efficacy beliefs, outcome expectations, and vocational interests for each of Holland's themes. In addition to the direct relation of personality to interests, the findings indicated that openness explained a significant amount of variance in Artistic (for women and men) and Conventional (for men) interests and that agreeableness explained a significant amount of variance in Social interests (for women) after controlling for the effects due to sociocognitive variables. Learning experiences were related to self-efficacy, outcome expectations, and interests; and performance accomplishments generally accounted for more variance in self-efficacy than did vicarious learning, verbal persuasion, and emotional arousal. With the exception of the Enterprising interest type, the combination of self-efficacy and outcome expectations accounted for more variance in interests than did either self-efficacy or outcome expectations alone. Finally, general support was found for the hypothesis that outcome expectations at least partially mediate the relation of self-efficacy to interests.
590 $a School code: 0003.
650 4 $a Education, Vocational. $3 1017499
650 4 $a Psychology, Personality. $3 1017585
690 $a 0747
690 $a 0625
710 2 0 $a The University of Akron. $3 1018399
773 0 $t Dissertation Abstracts International $g 64-07A.
790 1 0 $a Tokar, David M., $e advisor
790 $a 0003
791 $a Ph.D.
792 $a 2003
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3098455