A Longitudinal Examination of Adolescent Career Planning and Exploration Using a Social Cognitive Career Theory Framework

Autor/inn/en	Rogers, Mary E.; Creed, Peter A.
Titel	A Longitudinal Examination of Adolescent Career Planning and Exploration Using a Social Cognitive Career Theory Framework
Quelle	In: Journal of Adolescence, 34 (2011) 1, S.163-172 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0140-1971
DOI	10.1016/j.adolescence.2009.12.010
Schlagwörter	Career Planning; Self Efficacy; Career Choice; Predictor Variables; Personality; Measures (Individuals); Career Exploration; Longitudinal Studies; Social Cognition; Case Studies; High School Students; Regression (Statistics); Context Effect; Guidelines + Suchen Sie Ihr Suchwort? Karriereplanung; Self-efficacy; Selbstwirksamkeit; Prädiktor; Personalität; Messdaten; Berufserkundung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Soziale Kognition; Case study; Fallstudie; Case Study; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Regression; Regressionsanalyse; Richtlinien
Abstract	This study used social cognitive career theory (Lent, Brown, & Hackett, 1994), as a framework to investigate predictors of career choice actions, operationalised as career planning and career exploration. The model was tested cross-sectionally and longitudinally with 631 high school students enrolled in Grades 10-12. Students completed measures of self-efficacy, outcome expectations, goals, supports and personality. Results of the hierarchical regression analyses indicated strong support for self-efficacy and goals predicting career planning and exploration across all grades at T1, and predicting change in career planning and exploration from T1 to T2. Whilst support for pathways among other predictor variables (personality, contextual influences and biographic variables) to choice actions was found, these pathways varied across grades at T1, and also from T1 to T2. Implications for social cognitive career theory, career counselling practice and future research are discussed. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10