Literaturnachweis - Detailanzeige
| Autor/inn/en | Yeagley, Emily E.; Subich, Linda M.; Tokar, David M. |
|---|---|
| Titel | Modeling College Women's Perceptions of Elite Leadership Positions with Social Cognitive Career Theory |
| Quelle | In: Journal of Vocational Behavior, 77 (2010) 1, S.30-38 (9 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0001-8791 |
| DOI | 10.1016/j.jvb.2010.02.003 |
| Schlagwörter | Females; Self Efficacy; Interests; Leadership; Social Cognition; Colleges; Higher Education; Perception; Undergraduate Students; Models; Expectation |
| Abstract | The utility of Social Cognitive Career Theory (SCCT; Lent, Brown, & Hackett, 1994) for predicting college women's interests and goals for positions of elite leadership was examined with 156 undergraduate women at a public university. They completed measures of elite leadership self-efficacy expectations, outcome expectations, interests, and goals. Results supported SCCT as a theoretical framework for understanding internal factors that may contribute to women's elite leadership interests and goals. Self-efficacy and outcome expectations for elite leadership positions related positively to interests and goals for such positions, and self-efficacy and outcome expectations each contributed unique variance to the prediction of elite leadership interests. Outcome expectations partially mediated the relation between elite leadership self-efficacy and interests, interests partially mediated the relation between elite leadership outcome expectations and goals, and the combination of elite leadership interests and outcome expectations completely mediated the relation between self-efficacy for elite leadership positions and elite leadership goals. (Contains 3 figures and 3 tables.) (As Provided). |
| Anmerkungen | Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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