This study examined the relative importance of school, family, personal/psychological, race, and sex variables in predicting educational and vocational aspirations. A nationally representative sample of 10th-grade students was followed through 2 years beyond their high school. Results suggested that sex and race significantly predicted educational and vocational aspirations of students. The educational aspiration model was shown to be more robust than the occupational aspiration model. Overall, students showed increases in educational and occupational aspirations, regardless of sex and race. Compared with other groups, Asian Americans had the greatest increase in educational aspirations. Female students, on the average, had higher educational and vocational aspirations.
This article reports on 4 studies that addressed the development of the Career Counseling Self-Efficacy Scale (CCSES). The instrument evidenced moderate to high internal consistency across the studies and strong test-retest reliability over a 2-week period. Convergent validity was supported by correlations with years of career counseling experience and several scales of an emotional-social counseling self-efficacy measure. Discriminant validity was evidenced through an absence of relations between the CCSES total score and years of emotional-social counseling experience, emotional-social counseling self-efficacy, and research self-efficacy. In addition to the evidence just mentioned, construct validity was supported by increases on the CCSES after a career course and varying levels of efficacy commensurate with status in the field. The use of this instrument for training and evaluating therapists who provide career counseling is discussed.Recent attention has focused on the application of socialcognitive theoretical constructs (i.e., self-efficacy) to the process of emotional-social counseling (Larson et al., 1992). Counselor self-efficacy has been hypothesized to contribute to the initiation of counseling behaviors as well as to the level of persistence and performance of counselors (Larson et al., 1992). Recently, counseling psychologists advocated for increased attention to the process and outcome of career counseling (Fouad, 1994;Swanson, 1995). In addition, O' Brien and Heppner (1996) highlighted the role of career counseling self-efficacy in training counselors to be interested and proficient in career counseling and specifically examined how sources of self-efficacy can inform counselor training. Thus, it seemed timely to expand
Job search clubs for international students were evaluated. Participants (67% women, 33% men) were 24 students, representing 7 countries and 17 graduate programs. Pre/posttest measures were completed. Significant increases were noted in 5 job search activities. Participants had greater career self-efficacy, vocational identity, and required less information regarding their occupational choice. Overall, the program was highly rated. Content analysis of open-ended evaluation items revealed suggestions for program improvements. I t indicated (a) the importance of discussing the U.S. culture; (b) increases in confidence, skills, and progress in the job search; and (c) positive feelings about t h e intervention.
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