Most research applications of the social cognitive model of career self-management (CSM; Lent & Brown, 2013) to career exploration and decision-making have involved U.S. college students. To extend research on the model, we tested its fit to the data in a sample of 345 unemployed adult workers in Portugal. Participants completed measures of career decision self-efficacy, outcome expectations, social support, conscientiousness, neuroticism, exploration goals, decisional stress, and career choice certainty. The model test yielded good overall fit to the data and accounted for significant variance in goals, stress, and choice certainty. When compared with prior findings, the results suggest that the CSM model may offer explanatory utility relative to the making of initial as well as subsequent career decisions and across national boundaries. Implications of the findings for the social cognitive model as well as for future research and practice are considered. Public Significance StatementWe tested a theoretical model of career decision-making in unemployed Portuguese adult workers. The findings suggest that the model may help to explain how adult workers remake career decisions in the context of unemployment, extending prior research testing the model largely with college students in the U.S. who are making initial career decisions.
ResumoA gestão pessoal da carreira é um processo continuado de reflexão, definição de objetivos e autorregulação na vida de trabalho. Pretende-se testar um modelo sociocognitivo do constructo, aplicado aos comportamentos de exploração e decisão, em adultos desempregados portugueses (N=427; n =234, 54.8% mulheres), com idades entre 17 e 65 anos (M = 47.10; D P= 6.5), e residência e inscrição em centros de emprego das diferentes regiões do país. Os resultados de uma análise de caminhos indicam que o modelo testado se ajusta globalmente aos dados e pode constituir uma base teórica útil à investigação e intervenções de carreira com desempregados. Palabras clave: teoria sociocognitiva, modelo de gestão pessoal da carreira, exploração, tomada de decisão. AbstractCareer self-management is a continuing process of reflection, goal setting and self-regulation in work and personal life. The aim of this study is to test a sociocognitive model of the construct applied to career exploration and decision-making in Portuguese unemployed adults (N = 427; n = 234, 54.8% women), aged 17-65 years old (M=47.10; DP=6.5), with residence and enrollment in employment centers of the different regions of the country. The results of a path analysis indicate that the model tested fits the data globally and can provide a useful theoretical basis for research and career interventions with the unemployed.
The Functional Theory of Life Values can constitute a useful theoretical basis for evaluating and promoting the psychosocial development of young people. This study aimed to analyze the adequacy of this theory with students living in residential care institutions. We tested two main hypotheses: a content hypothesis, using a six-dimensional values model (excitement, promotion, existence, supra-personal, interactive, normative), and a structure hypothesis, which represents values in two space dimensions (type of orientation guiding actions goals; and type of motivator expressing needs). Participants included 230 Portuguese youths, 121 boys (52.6%) and 109 girls (47.4%) aged 12 to 25 years old (M = 16.1, SD = 2.03). A demographic questionnaire and the Basic Values Survey were completed. Confirmatory factor analysis and confirmatory multidimensional scaling were used to test the content and structure hypotheses. The results support both hypotheses and provide empirical support to the theory with this population.
Miguel Nogueirahttps://orcid.org/0000- 0001-7869-3802 Resumen Los valores básicos de vida se emplean para explicar la satisfacción con la vida; es escasa la investigación que existe centrada en estudiar esta relación con estudiantes universitarios. Por tanto, el presente estudio pretende verificar la predicción de valores de tipo personal, central y social de la satisfacción con la vida de un grupo de 133 estudiantes españoles (108 son mujeres, 81,2 %) con edades comprendidas entre los 18 y los 37 años. Para esto se utilizó el "Cuestionario de valores básicos" y la "Escala de satisfacción con la vida". Los resultados de análisis de regresión lineales múltiples realizados indican que los valores de orientación social son predictores significativos de la satisfacción con la vida. Además, se destaca que los valores sociales normativos, en correspondencia con los valores materialistas, son un predictor de la satisfacción. Valores normativos más altos se asocian con una mayor satisfacción con la vida. Los resultados hallados justifican la necesidad de conocer mejor el efecto de los valores en la satisfacción con la vida en estudiantes universitarios de cara a promover la adaptabilidad y el éxito en la gestión personal de su carrera. Palabras clave: estudiantes universitarios, predictores, satisfacción con la vida, valores de vida. psicología desde el caribe issn 0123-417x (impreso) issn 2011-7485 (on line) Volumen 35, n.º 3, septiembre-diciembre de 2018 http://dx. AbstractValues are often used to explain life satisfaction, but little research has focus on this relationship in college students. In this study we sought to determine whether personal, central and social values predict the life satisfaction of a group of 133 Spanish college students of both sex (108 women, 81.2%), aged 18 to 37 years old. The data collection took place through the use of the "Basic Values Survey" and the "Satisfaction with Life Scale". The results of multiple linear regression analyses indicate that social values are predictors of life satisfaction. Besides, normative values, which correspond to the materialist values, are predictors of life satisfaction. Higher normative values are associated with higher life satisfaction. These results justify the need of better understanding of the effects of life values on the life satisfaction of college students, in order to promote their adaptability and career self-management success.
ResumoO artigo analisa o ensino da Psicologia da Carreira em Portugal, tendo em conta o panorama mais geral do ensino da Psicologia. Identificaram-se as ofertas educativas de 31 instituições de ensino superior nacionais, 12 públicas e 19 privadas, que ministram o curso de Psicologia. Consideraram-se neste estudo, as unidades curriculares cuja designação incluía a palavra vocacional ou carreira e/ou abordava temas inerentes a esta área de conhecimento no seu conteúdo programático. Os resultados da estatística descritiva mostraram a existência de 89 cursos superiores de Psicologia em Portugal, distribuídos pelos três ciclos de estudos, mas apenas 49 unidades curriculares abordaram temas dedicados à Psicologia da Carreira. Nomeadamente, apuraram-se 16 unidades curriculares nos planos de estudo das licenciaturas, 18 em mestrados, 13 em mestrados integrados e duas nos planos curriculares de doutoramentos, nesta área de conhecimento. A análise temática das unidades curriculares permitiu identificar temas de ensino, tais como teorias, processos e intervenções da Psicologia da Carreira. Discute-se a situação atual do ensino da Psicologia, em Portugal, e reflete-se acerca das implicações e perspetivas futuras para o ensino da Psicologia, especificamente, da formação especializada em Psicologia da Carreira.Palavras-chave: ensino superior, psicologia, carreira, vocacional, Portugal.
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