Increasing Career Self‐Efficacy for Women: Evaluating a Group Intervention

Sullivan, Kate Roy; Mahalik, James R.

doi:10.1002/j.1556-6676.2000.tb02560.x

Cited by 98 publications

(100 citation statements)

References 49 publications

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“…The authors hypothesized that as participants began to internalize their own personal role in their career decision process they then, began to be strengthen their confidence in making a career decision. Using Bandura's (1 986) components of self-efficacy as a framework, Sullivan and Mahalik (2000) designed an intervention to increase career decision self-efficacy for women. The authors put into practice a 6-week group career-counseling intervention designed explicitly using the four sources of efficacy information (i.e., performance accomplishment, vicarious learning, physiological arousal, and verbal persuasion).…”

Section: Results Of Uffelman and Colleagues' (2004) Study Demonstratementioning

confidence: 99%

“…Within Sullivan and Mahalik's (2000) study, the control group consisted of 30 participants, 87% were European American, 7% were African American, 3% were Asian American, and 3% were Hispanic or Latinola. The median age within the control group was 20 years, and 56% were second-year students, 37% were third-year students, and 7%…”

Section: Results Of Uffelman and Colleagues' (2004) Study Demonstratementioning

confidence: 99%

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Evaluating FOCUS‐2's Effectiveness in Enhancing First‐Year College Students’ Social Cognitive Career Development

Tirpak

Schlosser

2013

The Career Development Quart

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The mentor and any other committee members who wish to review revisions will sign and date this document only when revisions have been completed. Please return this form to the Office of Graduate Studies, where it will be placed in the candidate's file and. submit a copy with your final dissertation to be bound as page number two. AbstractThis study examined the effectiveness of the computer-assisted career guidance system, FOCUS-2, on first-year college students' social cognitive career development.Specifically. career decision self-efficacy (CDSE) and assessment of attributions for career decision-making (AACDM) was assessed using repeated measures ANOVAs with a sample of 420 first-year college students. Results demonstrated that FOCUS-2 increased participants' confidence in their ability to make career decisions and altered their assessment of attributions to a less optimistic style for career decision-making.Results also revealed that the amount of time spent using FOCUS-2 was not significantly related to CDSE and AACDM. Furthermore, no gender differences were found for CDSE: however, women had adopted a more optimistic attributional style for career decision-making than men after using FOCUS-2. African American participants also reported significantly greater CDSE and more optimistic AACDM in comparison to Asian American participants after using FOCUS-2. Lastly, participants with declared majors had significantly greater CDSE than those participants who were undecided about their academic major, and those who indicated that they had a declared major, but were uncertain in their choice of major. There were no significant differences found for academic major and AACDM in this study. Implications for counseling and career professionals are discussed.

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Section: Results Of Uffelman and Colleagues' (2004) Study Demonstratementioning

confidence: 99%

Section: Results Of Uffelman and Colleagues' (2004) Study Demonstratementioning

confidence: 99%

Evaluating FOCUS‐2's Effectiveness in Enhancing First‐Year College Students’ Social Cognitive Career Development

Tirpak

Schlosser

2013

The Career Development Quart

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“…Sullivan and Mahalik (2000) noted the importance of active support from group members . Therefore, support is one of the defining characteristics of a woman's group .…”

Section: Employment Counseling Interventions and Techniquesmentioning

confidence: 97%

should i stay at home or should i go back to work? workforce reentry influences on a mother's decision‐making process

Ericksen

Jurgens

Garrett

et al. 2008

Journal of Employment Couns

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The authors examine the literature pertaining to women's life transitions and the difficult decision‐making process some women encounter when reentering the workforce after a period of staying at home with young children. On the basis of the unique challenges faced by this population, the authors created a conceptual framework (i.e., the Mother's Reentry Into the Workforce Conceptual Framework) to demonstrate this difficult decision‐making process. The framework examines driving forces, filters, and outcomes specific to this population. Implications for employment counselors are shared. Group employment counseling is suggested as an ideal format to provide support to women during this transitional period.

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“…These demands ranged from indecision about a major to social concerns. Although a review of studies focused on four-year colleges (Gerdes, & Mallinckrodt, 1994;Kahn, Nauta, Gailbreath, Tipps, & Chartrand, 2002;Korschgen & Hageseth, 1997;Leonard, 2002;Lewallen, 1993;Sullivan & Mahalik, 2000) indicated that an effective process aimed at helping undecided students from a practical and emotional perspective is lacking, the research on incoming undecided community college freshmen is sparse. Multon, Heppner, Gysbers, Zook & Ellis-Kalton (2001), however, found that, like their undergraduate college counterparts, community college students typically experienced varying degrees of anxiety when requesting career-counseling assistance.…”

Section: Research On Undecided Students' Negative Thinking Patternsmentioning

confidence: 99%

Negative Thought Patterns of Undecided Community College Students: Implications for Counselors and Advisors

Starling

Miller

2011

Community College Journal of Research and Practice

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The purpose of this study was to explore the negative thinking patterns of incoming community college freshmen who were undecided about choosing a major and to suggest an approach for addressing these issues on a community college campus. Sixty community college freshmen attending their freshman orientation (FO) were surveyed using the Career Thoughts Inventory (CTI). Results indicated that the students who participated in the study scored higher on all CTI scales than high school or college students in the normative sample. There were no differences in scores in terms of ages, gender, or ethnicity. These results suggest that community colleges should design programming that can help new students, particularly freshmen; to identify and to address their unconstructive thoughts with the aim of helping these students learn how to manage their anxiety upon entering college. Counselors and advisors should work more collaboratively by shifting from an individual model of delivering services to a more holistic learning approach in order to help students to become more decisive about an educational career path.

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Increasing Career Self‐Efficacy for Women: Evaluating a Group Intervention

Cited by 98 publications

References 49 publications

Evaluating FOCUS‐2's Effectiveness in Enhancing First‐Year College Students’ Social Cognitive Career Development

Evaluating FOCUS‐2's Effectiveness in Enhancing First‐Year College Students’ Social Cognitive Career Development

should i stay at home or should i go back to work? workforce reentry influences on a mother's decision‐making process

Negative Thought Patterns of Undecided Community College Students: Implications for Counselors and Advisors

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