Major Incongruence and Occupational Engagement: A Moderated Mediation Model of Career Distress and Outcome Expectation

Kim, Ji Geun; Lee, Ki Hak

doi:10.3389/fpsyg.2019.02360

Cited by 6 publications

(2 citation statements)

References 56 publications

(83 reference statements)

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“…However, later studies have shown the opposite relation, indicating that there is a reciprocal relationship between self-efficacy and expectation outcomes (e.g., Corcoran [64]; Flores, et al [65]). Related studies showed that career outcome expectations were positively correlated with the occupational engagement of undergraduate students in Korea [66], which was supported by expectancy-value theory [67]. Students' expectancies and goals for learning were found to be determinants of their selfefficacy and performance [67].…”

Section: The Direct and Indirect Relationships Of Engineering Career Outcome Expectations With Engineering Skill Self-efficacy And Losmentioning

confidence: 79%

The Impact of Work-Integrated Learning and Learning Strategies on Engineering Students’ Learning Outcomes in Thailand: A Multiple Mediation Model of Learning Experiences and Psychological Factors

Khampirat

2021

IEEE Access

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Learning outcomes (LOs) provide an essential foundation for evaluating the effectiveness of higher education institutions (HEIs). LOs have been accepted as criteria for accrediting academic programs; however, little is known about why students vary in their desired outcomes and how experiences in the workplace and learning strategies have different impacts on LOs. Based on social cognitive career theory (SCCT), this study investigated the relationships among work-integrated learning (WIL), learning strategies, institutional and goal commitments, engineering skill self-efficacy, engineering career outcome expectations, lifelong learning skills (LLLs), achievement goal orientation, and LOs. The participant pool consisted of 1,316 undergraduate engineering students from 11 HEIs in Thailand. Hypotheses regarding the causal relationships, including the direct and indirect effects, were examined by using structural equation modeling (SEM). Both the measurement and structural equation models showed a good fit to the data. The results of the SEM indicated that achievement goal orientation, LLLs, and engineering skill selfefficacy had significant positive direct effects on LOs. Learning strategies had a strong direct effect on LLLs and institutional and goal commitments. The practice of WIL in the workplace was an important factor in building engineering skill self-efficacy and LLLs. The mediation analysis indicated that learning experience (i.e., institutional and goal commitments) and psychological factors played important roles in the relationship between learning strategies and LOs. This study confirmed and expanded the SCCT research. Finally, theoretical and practical implications for LO development were identified based on the results.INDEX TERMS Work integrated learning, learning outcomes, learning strategies, career outcome expectations, lifelong learning skills, engineering skill self-efficacy.

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Section: The Direct and Indirect Relationships Of Engineering Career Outcome Expectations With Engineering Skill Self-efficacy And Losmentioning

confidence: 79%

The Impact of Work-Integrated Learning and Learning Strategies on Engineering Students’ Learning Outcomes in Thailand: A Multiple Mediation Model of Learning Experiences and Psychological Factors

Khampirat

2021

IEEE Access

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“…It is common in young adults and has become an important reason for them to attend career counselling (S ¸ensoy & Siyez, 2019). High career distress has been associated, in turn, with lower occupational engagement and future career expectations (Kim & Lee, 2019) and poorer psychological and subjective wellbeing (Arslan et al, 2020). In this study, we distinguished between career distress related to uncertainty about one's career future (i.e.…”

Section: Explanatory Mechanism Of Negative Emotionsmentioning

confidence: 99%

Negative Career Goal Discrepancy and Goal Adjustment in Young Adults: The Underlying Mechanism of Negative Emotions

Widyowati,

Hood,

Duffy

et al. 2024

Journal of Career Development

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Internal dissonance and disagreement with significant others over career goals can disrupt career progress. Based on goal setting and self-regulation theories, this study tested the relationships between self and parent career goal discrepancy (gap between what is desired and what is achieved) and career goal adjustment (career compromise and goal revision intentions) directly and indirectly via negative emotions (self- and parent-referenced career distress and regret). We surveyed 315 young adult students (76.5% women; MAge 19.52 years) recruited from a single multi-campus Australian university. Using structural equation modelling (maximum likelihood estimation), we found that higher self and parent career goal discrepancies were associated with higher compromise and intention to downgrade career goals. Further, self- and parent-referenced emotional responses partially explained the discrepancy to goal adjustment relationships. The findings have implications for how career theories incorporate self- and other-set career goal disruptions and should help counsellors assist young people, particularly in a strongly individualist, but multicultural, country such as Australia, to understand and manage their tendencies to compromise or downgrade their career goals.

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Career Distress Scale (CDS)

Akmal

Hood

Creed

2023

International Handbook of Behavioral Health Assessment

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Major Incongruence and Occupational Engagement: A Moderated Mediation Model of Career Distress and Outcome Expectation

Cited by 6 publications

References 56 publications

The Impact of Work-Integrated Learning and Learning Strategies on Engineering Students’ Learning Outcomes in Thailand: A Multiple Mediation Model of Learning Experiences and Psychological Factors

The Impact of Work-Integrated Learning and Learning Strategies on Engineering Students’ Learning Outcomes in Thailand: A Multiple Mediation Model of Learning Experiences and Psychological Factors

Negative Career Goal Discrepancy and Goal Adjustment in Young Adults: The Underlying Mechanism of Negative Emotions

Career Distress Scale (CDS)

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