Social Cognitive Choice Model: Comparison of Two Meta-Analytic Approaches

Sheu, Hung‐Bin; Miller, Matthew J.; Lent, Robert W.; Brown, Steven D.; Hennessy, Kelly; Duffy, Ryan D.

doi:10.1037/e530952007-001

Cited by 3 publications

(6 citation statements)

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“…The framework provides a comprehensive assessment taking into account the influence of both external and internal factors in shaping the development of interests, goals, and outcomes. Findings from Miller et al (2009) mirror empirically supported social-cognitive pathways (e.g., Kahn, 2001;Lent et al, 2008;Sheu et al, 2006). Thus, predictive relationships between social justice self-efficacy and outcome expectations, which are related to interests, and ultimately commitment, were supported.…”

Section: A Social Cognitive Perspective On Social Justice Commitmentmentioning

confidence: 52%

Awareness, social cognition, and commitment: Developing a social justice orientation in psychology training programs.

Gushue¹,

Lee²,

Postolache³

et al. 2022

Journal of Counseling Psychology

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This study investigates how the awareness of social inequities and racism may serve as a foundation for psychology trainees' social justice self-efficacy beliefs, outcome expectations, interests, and commitment. Using the social-cognitive justice developmental framework proposed by Miller et al. (2009), a total of 222 participants were recruited from accredited applied psychology programs across the United States. Participants completed measures assessing their levels of two dimensions of critical consciousness: Egalitarianism and awareness of inequality (Diemer et al., 2017), their colorblind racial attitudes (Neville et al., 2000), and their social justice self-efficacy, outcome expectations, interests, and commitment (Miller et al., 2009). A hypothesized path model was fit to the data. Alternative models were also considered. Results indicated that participants who endorsed egalitarianism and were more aware of social inequities showed greater awareness of racism and, in turn, were more likely to endorse a higher orientation and commitment to social justice. Limitations and implications for future research and training are discussed. Public Significance StatementThis study sought to better understand the factors supporting the promotion of social justice interests and commitment among psychologists in training. We found that trainees who had developed a greater critical awareness of systemic inequality and who endorsed egalitarian attitudes were more likely to be aware of racism in various forms (e.g., blatant racism, institutional racism, and White privilege) and that this was related to endorsing social justice beliefs, expectations, interests, and commitment. These findings highlight the importance of critical attention to social and historical context in clinical training.

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Section: A Social Cognitive Perspective On Social Justice Commitmentmentioning

confidence: 52%

Awareness, social cognition, and commitment: Developing a social justice orientation in psychology training programs.

Gushue¹,

Lee²,

Postolache³

et al. 2022

Journal of Counseling Psychology

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“…Also, although the present study included the core SCCT variables (cf. Sheu et al, 2006), it did not include learning experiences, a major source of self-efficacy and outcome expectations (cf. Lent et al, 1994), and other potentially important variables including personality dispositions, prior social justice learning experiences, and experiences of injustice.…”

Section: Limitations and Directions For Future Researchmentioning

confidence: 99%

“…First, research specific to SCCT, which articulates the way in which domain-specific self-efficacy beliefs and outcome expectations shape interests and choice goals (i.e., commitment), has produced a plethora of empirical support since its formal articulation in 1994 (cf. Sheu et al, 2006). Second, the SCCT model has demonstrated its comprehensive theoretical and practical utility by explaining the career development of students and professionals in numerous fields including science, technology, engineering, mathematics, and medicine (Bakken, Byars-Winston, & Wang, 2006; Lent, Brown, et al, 2003; Lent, et al, 2005) and in domains such as the study of scholarly productivity (Bakken et al, 2006; Bieschke, Herbert, & Bard, 1998; Kahn, 2001; Szymanski, Ozegovic, Phillips, & Briggs-Phillips, 2007) and counseling and counselor training (Lent, Hackett, & Brown, 1998; Lent, Hill, & Hoffman, 2003; Sheu & Lent, 2007).…”

Section: A Social-cognitive Perspective Of Social Justice Interest An...mentioning

confidence: 99%

College students’ social justice interest and commitment: A social-cognitive perspective.

Miller¹,

Sendrowitz²,

Connacher³

et al. 2009

Journal of Counseling Psychology

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186

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In this study, the authors examined the degree to which social-cognitive career theory (SCCT; R. W. Lent, S. D. Brown, & G. Hackett, 1994) explained the development of social justice interest and commitment. Data from 274 college students and latent variable path modeling were used to test theoretically and empirically derived SCCT direct and indirect effects structural models. The direct effects model estimated the direct effect of social supports and barriers on social justice commitment and the indirect effects model estimated the effect of social supports and barriers indirectly through self-efficacy. Overall, the present findings supported the use of SCCT within the social justice domain, as social justice self-efficacy and outcome expectations were useful in explaining the development of college students' social justice interest and commitment. The present findings supported the indirect effects model of social justice interest and commitment over the direct effects model. Finally, unique to prior tests of SCCT in vocational and academic domains, social supports and barriers exhibited an indirect effect on commitment through outcome expectations. Study limitations, future directions for research, and implications for facilitating college students' social justice interest and commitment are discussed.

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“…Une méta-analyse des hypothèses relatives aux intérêts, par exemple, montre que les sentiments d'efficacité personnelle et les attentes de résultats sont de bons prédicteurs des intérêts professionnels (Sheu et al, 2006), et que, conformément à la prédiction, il apparaît que la relation entre les capacités et les intérêts s'exerce à travers la médiation des sentiments d'efficacité personnelle, comme cela apparaît sur les figures 1 et 2 (Lent et al, 1994).…”

Section: Faciliter La Réussite Professionnelleunclassified

“…Une méta-analyse des hypothèses relatives au choix dans la TSCOSP a montré que les choix professionnels sont fortement prédits par les intérêts et que les sentiments d'efficacité personnelle et les attentes de résultats sont, eux aussi, liés au choix de carrière de façon à la fois directe et indirecte, à travers leur lien aux intérêts (voir figure 2) (Lent et al, 1994 ;Sheu et al, 2006). L'étude de Sheu et de ses collègues suggère que le rôle des soutiens et des obstacles sociaux -perçus par la personne -au cours du processus de choix peut différer quelque peu des prédictions de la TSCOSP : plutôt que d'être relié directement aux résultats du choix, comme le propose la TSCOSP, le rôle principal des soutiens et des obstacles peut être de renforcer ou d'affaiblir les croyances de sentiments d'efficacité personnelle qui, à leur tour, développent et favorisent les intérêts et encouragent les choix.…”

Section: Faciliter La Réussite Professionnelleunclassified

Une conception sociale cognitive de l’orientation scolaire et professionnelle : considérations théoriques et pratiques

Lent¹

2008

osp

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Professeur à l'université du Maryland. Co-directeur du département de « counseling psychology » de l'université du Maryland. Membre de la 17 e division (« counseling psychology ») de l'Association américaine de psychologie. Il a reçu la distinction « John L. Holland Award » pour l'excellence de ses travaux de recherche dans le domaine de l'orientation scolaire et professionnelle et de la personnalité. Thèmes de recherche : orientation scolaire et professionnelle (career development) et personnalité. Contact :

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Social Cognitive Choice Model: Comparison of Two Meta-Analytic Approaches

Cited by 3 publications

References 0 publications

Awareness, social cognition, and commitment: Developing a social justice orientation in psychology training programs.

Awareness, social cognition, and commitment: Developing a social justice orientation in psychology training programs.

College students’ social justice interest and commitment: A social-cognitive perspective.

Une conception sociale cognitive de l’orientation scolaire et professionnelle : considérations théoriques et pratiques

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