Career Decisiveness: The Role of Motivational Factors and Career Planning Attitudes

Autor/inn/en	Chatterjee, Srabasti; Afshan, Nikhat; Chhetri, Prerna
Titel	Career Decisiveness: The Role of Motivational Factors and Career Planning Attitudes
Quelle	In: Journal of Applied Research in Higher Education, 15 (2023) 4, S.1095-1110 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chatterjee, Srabasti) ORCID (Afshan, Nikhat)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2050-7003
DOI	10.1108/JARHE-03-2022-0107
Schlagwörter	Career Choice; Career Planning; Student Attitudes; Foreign Countries; College Seniors; Career Development; Knowledge Level; Labor Market; Student Motivation; India + Suchen Sie Ihr Suchwort? Karriereplanung; Schülerverhalten; Ausland; College; Colleges; Senior; Hochschule; Fachhochschule; Berufsentwicklung; Wissensbasis; Labour market; Arbeitsmarkt; Schulische Motivation; Indien
Abstract	Purpose: This paper investigates the mediating role of career planning attitudes (career optimism, career adaptability and perceived knowledge of job market) on the relationship between motivational factors (goal, emotion, context belief and capability belief) and career decisiveness. Design/methodology/approach: Data were collected from 302 undergraduate final semester students in India. Data were collected using survey questionnaire methods at two phases T1 and T2 within an interval of eight months. Structural equation modeling using AMOS was used for data analysis. Findings: The findings of the study suggested that individual components of career planning attitudes as well as the collective career planning attitudes fully mediate dimensions of motivational systems theory and career decisiveness relationship. Practical implications: The findings of the study could help those who are associated with developing and conducting career planning and development programs. Originality/value: This study explored the antecedents and consequences of career planning attitudes, integrating both individual and contextual factors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01