دانلود رایگان مقاله منابع خودکارآمدی و انتظارات پیامدهای اکتشاف و تصمیم گیری حرفه ای

Abstract

In an application of the social cognitive model of career self-management (Lent & Brown, 2013), we assessed the primary experiential sources of self-efficacy and outcome expectations relative to career exploration and decision-making activities. These sources included personal mastery, verbal persuasion, vicarious learning, and affect (both positive and negative) experienced in relation to career exploration and decision-making. Participants were 324 college students, who completed an experiential sources measure along with domain-correspondent measures of selfefficacy, outcome expectations, goals, and level of career decidedness. A confirmatory factor analysis offered support for a 5-factor representation of the experiential sources, though the personal mastery and verbal persuasion sources were substantially interrelated. As a set, the source variables accounted for a larger portion of the variance in self-efficacy than outcome expectations, with much of their relation to outcome expectations being mediated by selfefficacy. Good support was also found for a path model including the source variables in the prediction of career exploration goals and level of career decidedness. Though the sources were generally linked to goals indirectly, mastery and positive affect both produced significant direct paths to level of decidedness. The findings are interpreted in light of social cognitive career theory and their implications for further research and practice are discussed.

Discussion

The current study examined learning experiences that, theoretically, inform both selfefficacy and outcome expectations regarding engagement in career exploration and decisionmaking activities (Lent & Brown, 2013). Following procedures similar to those used to assess the sources of self-efficacy in career-related content domains, such as mathematics (Lent et al., 1991), we constructed a measure designed to tap the primary source variables – personal mastery, verbal persuasion, modeling, and physiological/affective state. Although the latter variable had typically been assessed in relation only to negative emotional arousal (anxiety) in prior research, we followed Bike’s (2013) lead in creating distinct measures of negative and positive affective states. We had, thus, assumed that our sources measure would contain five relatively distinct factors: mastery (success) experiences, verbal persuasion, vicarious learning, positive affective states, and negative affective states in relation to prior engagement in career exploration and decision-making activities.