Gender and career optimism—The effects of gender‐specific perceptions of lecturer support, career barriers and self‐efficacy on career optimism

Abstract

Female university graduates tend to have less career success than their male counterparts. Career optimism is considered a crucial predictor of future career success, but little is known about predictors of career optimism. Based on Social Cognitive Career Theory (SCCT), we hypothesised that both perceived lecturer support and perceived career barriers impact career optimism via students’ self‐efficacy, and differentiated the model along gender lines using a subgroup path analysis. Two hundred and thirty‐two undergraduate psychology students from German universities answered an online questionnaire. Results revealed that the expected indirect effect of perceived lecturer support and perceived career barriers on career optimism via self‐efficacy was only identifiable in women. For men, we found a direct connection between perceived lecturer support and career optimism, as well as that an increase in perceived career barriers reduced males’ self‐efficacy. We were unable to identify any sex differences in career optimism.

The effects of perceived encouragement during adolescence on female career choice.

“…As the majority of females did not work outside the home until the latter part of the 20th century, there is little research on the motivation behind career choice for females. Most of the research on female career choice that currently exists focuses on self-efficacy (Aymans et al, 2020; Betz, 1992; Falco & Summers, 2019; Hackett & Betz, 1981; Kim & Yun, 2015) family and parental expectations (Cheung et al, 2013; Davey & Stoppard, 1993; Ferry et al, 2000; Hui & Lent. 2018; Lawson et al, 2015), and barriers to career based on gender (Aymans et al, 2020; Cha & Weeden, 2014; Farmer, 1976; Lips, 2013).…”

“…Social norms, traditional views of gender roles, and family expectations often hinder females’ abilities to choose careers based on interests and talents. Research has mainly focused on why females stay or leave certain career fields (de Janasz et al, 2013; Gray et al, 2019; Mau, 2003; Ragins, 1989; Ramaswami et al, 2014), as well as what barriers and obstacles female face in pursuing their careers (Aymans et al, 2020; Dick & Rallis, 1991; Gill et al, 2008; Powell et al, 2012).…”

“…Research shows that females with the same levels of intellectual abilities and access to education often choose very different career paths from similar males (Aymans et al, 2020; Dick & Rallis, 1991; Gill et al, 2008; Powell et al, 2012). Females consider both explicit and implicit barriers when considering career choices (Watts et al, 2015).…”

Effect of Support from Lecturers and Host Country Nationals on Cross-Cultural Adjustment among International Students: Evidence from a Malaysian University

“…Lecturers are university teaching members who play a key role in students' learning process (Aymans et al, 2019). They are responsible for guiding students' learning, cultivating an effective learning environment, and influencing students' perceptions of success in their chosen courses (Aymans et al, 2019).…”

“…Lecturers are university teaching members who play a key role in students' learning process (Aymans et al, 2019). They are responsible for guiding students' learning, cultivating an effective learning environment, and influencing students' perceptions of success in their chosen courses (Aymans et al, 2019). In this study, perceived lecturer support is defined as concern, assistance, and friendship provided by lecturers to university students (Azila-Gbettor & Abiemo, 2020).…”