The Influence of Career Planning on Career Thoughts in STEM‐Interested Undergraduates

Belser, Christopher T.; Prescod, Diandra J.; Daire, Andrew P.; Dagley, Melissa A.; Young, Cynthia

doi:10.1002/cdq.12131

Cited by 20 publications

(15 citation statements)

References 6 publications

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“…The study's preliminary results revealed a low level of satisfaction with their academic major and high negative career thoughts. These results concur with prior studies that indicated that uncounseled college students, as well as those who had no guidance on career planning in their http://www.scientiasocialis.lt/bjcem major, had no reduced negative career outlook/thoughts (Alchin, Mcllveen, & Perera, 2018;Belser et al, 2018).…”

Section: Discussionsupporting

confidence: 90%

Demographic Predictors in Satisfaction With Academic Major and Negative Career Thoughts Relation: Implication for Career Interventions in Vocational Education in Nigerian Universities

Chukwuedo

Egbri

2018

BJCEM

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To successfully progress in achieving the objective of vocational and technical education, it is necessary to determine the students’ satisfaction levels with the programmes as it relates to their career decision efficacy. This research, therefore, determined the demographic predictors in the relation between academic major satisfaction and negative career thoughts. The research was guided with four hypothesized research questions. Cross-sectional design that embedded a correlational survey was employed. The participants were 622 vocational education undergraduates selected from a public state-owned university in South-west Nigeria. The students’ demographic variables (e.g. gender, academic level of study, age, and subject areas of specialization), academic major satisfaction scale, and negative career outlook sub-scale were the main constituents of the questionnaire that was used for data collection. Data analyses were performed using mean, standard deviation, bivariate correlation, and regression analyses. Results depicted that the students’ satisfaction with their academic major significantly predicted their negative career thoughts. It was also found that gender, academic level and subject areas of specializations were the demographic variables that predicted satisfaction with one’s academic major, as well as negative career thoughts. Intervention studies were therefore recommended for career behaviour modification among vocational education undergraduates. Keywords: academic major satisfaction, career thought, demographic variables, vocational education students.

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Section: Discussionsupporting

confidence: 90%

Demographic Predictors in Satisfaction With Academic Major and Negative Career Thoughts Relation: Implication for Career Interventions in Vocational Education in Nigerian Universities

Chukwuedo

Egbri

2018

BJCEM

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“…Future work would need to be conducted to investigate these assumptions in the BME context as there is extensive research that career planning courses support career exploration and engagement for undergraduates students in higher education 29 including a few studies of STEM majors. 3 , 4 , 28 Given the multiple career paths in BME, programs could structure courses to include opportunities for students to discuss how different content and skills apply and are useful in a variety of careers. This is particularly important considering the already documented discrepancy between BME curricula and stakeholder expectations of BME graduates.…”

Section: Discussionmentioning

confidence: 99%

Post-graduation Plans of Undergraduate BME Students: Gender, Self-efficacy, Value, and Identity Beliefs

Patrick¹,

Borrego²,

Riegle‐Crumb³

2020

Ann Biomed Eng

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This study investigates career intentions and students’ engineering attitudes in BME, with a focus on gender differences. Data from n = 716 undergraduate biomedical engineering students at a large public research institution in the United States were analyzed using hierarchical agglomerative cluster analysis. Results revealed five clusters of intended post-graduation plans: Engineering Job and Graduate School, Any Job, Non-Engineering Job and Graduate School, Any Option, and Any Graduate School. Women were evenly distributed across clusters; there was no evidence of gendered career preferences. The main findings in regard to engineering attitudes reveal significant differences by cluster in interest, attainment value, utility value, and professional identity, but not in academic self-efficacy. Yet, within clusters the only gender differences were women’s lower engineering academic self-efficacy, interest and professional identity compared to men. Implications and areas of future research are discussed.

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“…The impact of self-efficacy on various stages of career planning (exploration, decision-making, and job search) is one of the most consistently supported findings in the literature. There is some evidence that career management training can help enhance such self-efficacy (Jackson & Wilton, 2016) and reduce negative thoughts about career (Belser, Prescod, Daire, Dagley, & Young, 2018). As noted earlier, feedback is an important contributor to self-efficacy (Bandura, 1977;, as well as leading to the setting of more challenging goals (Donovan, 2009).…”

Section: Implications and Future Directionsmentioning

confidence: 97%

What Motivational Processes Underpin Student Engagement with Employability? A Critical Review

Clements

2019

Employability via Higher Education: Sustainability as Scholarship

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There are concerns that students fail to engage with employability soon enough in their studies, and do not seek the best available support. This chapter explores the role that motivation plays in students' career management behaviours, notably career exploration, decision-making, and job search. The literature highlights the crucial role played by selfefficacy, i.e. belief in one's ability to perform a task, which is informed by personal experience and feedback. Time spent on career exploration (i.e. reflecting on one's own qualities and exploring opportunities) is associated with greater confidence in making career decisions. Job search behaviours, such as effort, is associated with better career outcomes. However, there is a gap in the literature regarding how earlier exploration and decision activities inform the job search. This chapter identifies opportunities for addressing this gap, and the potential value of exploring student job search strategies. Yet while attention to motivation may inform how we work with individual students, it remains necessary to consider environmental conditions in the labour market.

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The Influence of Career Planning on Career Thoughts in STEM‐Interested Undergraduates

Cited by 20 publications

References 6 publications

Demographic Predictors in Satisfaction With Academic Major and Negative Career Thoughts Relation: Implication for Career Interventions in Vocational Education in Nigerian Universities

Demographic Predictors in Satisfaction With Academic Major and Negative Career Thoughts Relation: Implication for Career Interventions in Vocational Education in Nigerian Universities

Post-graduation Plans of Undergraduate BME Students: Gender, Self-efficacy, Value, and Identity Beliefs

What Motivational Processes Underpin Student Engagement with Employability? A Critical Review

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