Contribution of Personality to Self-Efficacy and Outcome Expectations in Selecting a High School Major among Adolescents with Learning Disabilities

Autor/inn/en	Brown, Dikla; Cinamon, Rachel Gali
Titel	Contribution of Personality to Self-Efficacy and Outcome Expectations in Selecting a High School Major among Adolescents with Learning Disabilities
Quelle	In: Career Development and Transition for Exceptional Individuals, 39 (2016) 4, S.237-248 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-1434
DOI	10.1177/2165143415587689
Schlagwörter	Self Efficacy; Personality; Learning Disabilities; Course Selection (Students); High School Students; Adolescents; Personality Traits; Majors (Students); Correlation; Student Educational Objectives; Expectation; Personality Measures; Questionnaires; Foreign Countries; Social Theories; Career Development; Decision Making; Structural Equation Models; Israel + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Personalität; Learning handicap; Lernbehinderung; Course selection; Student; Students; Kurswahl; High school; High schools; Oberschule; Schüler; Schülerin; Studentin; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Korrelation; Expectancy; Erwartung; Fragebogen; Ausland; Gesellschaftstheorie; Berufsentwicklung; Decision-making; Entscheidungsfindung
Abstract	The current study focuses on the contribution of five personality traits to the development of self-efficacy and outcome expectations regarding selecting a high school major among adolescents with learning disabilities (LD). Social cognitive career theory and the Big Five personality traits model served as the theoretical framework. Participants were 312 adolescents with LD (M[subscript age] = 16.15; SD = 0.46). Positive correlations were found between self-efficacy to select a high school major and outcome expectations from this decision. Structural equation analyses showed that high levels of Extraversion and low levels of Openness to Experience contributed to higher outcome expectations from the chosen major. Theoretical and practical implications are discussed. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01