Linking self-determined academic motivation, inclusion of academic-relevant elements in the self, and proactive academic behaviors

Career Exploration and Career Decision-Making Difficulties

“…We used two subscales aimed at investigating the exploration process in the CES (Stumpf et al, 1983; Patry, 2009). These two subscales measure the tendency to engage in six different behaviors related to career EE (6 items: e.g., “Obtained information on the labor market and general job opportunities in my anticipated career area”) and the tendency to engage in five different behaviors related to career SE (5 items: e.g., “Reflected on how my past integrates with my future career”) activities in the past 3 months.…”

Construction and Initial Validation of the Higher Education Orientations Questionnaire

“…Unlike the conceptualizations reviewed above, the CDMAS views student motivation within the career decision-making framework, linking sources of motivation to study in college with individuals’ career development (Guay, 2005). Subsequent research has found that the different sources of motivation were differentially related to academic adjustment (Thomas et al, 2009), self-esteem (Guay, 2005), career decision self-efficacy (Guay, 2005; Komarraju et al, 2014; Patry, 2009), career indecision (Guay, 2005; Paixão & Gamboa, 2017), self-exploration (Paixão & Gamboa, 2017), career decision progress (Patry, 2009) and career decision-making profiles (Látalová & Pilárik, 2015).…”

“…Previous studies have demonstrated a link between academic motivation and various career-related constructs (Guay, 2005; Látalová & Pilárik, 2015; Paixão & Gamboa, 2017; Patry, 2009). Specifically, studies have shown that intrinsic motivation for academic studies was related to less career indecision (Guay, 2005), greater career decision progress (Patry, 2009), and greater career decision-making self-efficacy (Guay, 2005; Patry, 2009), whereas extrinsic motivation was associated with greater career indecision (Guay, 2005; Paixão & Gamboa, 2017; Patry, 2009) and less career decision-making self-efficacy (Guay, 2005).…”

“…Previous studies have demonstrated a link between academic motivation and various career-related constructs (Guay, 2005; Látalová & Pilárik, 2015; Paixão & Gamboa, 2017; Patry, 2009). Specifically, studies have shown that intrinsic motivation for academic studies was related to less career indecision (Guay, 2005), greater career decision progress (Patry, 2009), and greater career decision-making self-efficacy (Guay, 2005; Patry, 2009), whereas extrinsic motivation was associated with greater career indecision (Guay, 2005; Paixão & Gamboa, 2017; Patry, 2009) and less career decision-making self-efficacy (Guay, 2005). As orientations to higher education link college motivation to the career decision-making process, the goal of Study 3 was to investigate the associations between the HEO questionnaire with three core constructs of career decision-making: individuals’ career decision status (how far they are in the career decision process; Saka et al, 2008), their career decision-making difficulties (the extent of their career indecision; Gati et al, 1996), and their strategies of coping with career indecision (how they are coping with their career indecision; Lipshits-Braziler et al, 2016).…”

“…However, some educational research has addressed individuals’ motives to attend college. These studies have shown that motivational factors affect ones’ career development, including career exploration (Lee et al, 2016), progress in career decision-making process and increase their decision-making self-efficacy (Patry, 2009).…”