The Role of Perceived Barriers in Career Development: A Social Cognitive Perspective

Albert, Katrice A.; Luzzo, Darrell Anthony

doi:10.1002/j.1556-6676.1999.tb02470.x

Cited by 125 publications

(136 citation statements)

References 25 publications

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“…Por outro lado, a percepção pessoal de oportunidades profissionais foi o preditor mais saliente. Tal resultado sugere que a decisão de carreira depende mais da forma como o indivíduo percebe o mercado de trabalho do que propriamente das suas condições objetivas, o que evidencia a importância do papel ativo que tem o indivíduo no processamento das influências que vêm do ambiente ao tomar decisões relativas à sua carreira (Albert & Luzzo, 1999;Lent & cols., 2000). Indivíduos que percebem o futuro profissional de uma maneira mais otimista possivelmente se sintam mais motivados a enfrentar eventuais dificuldades que possam encontrar pelo caminho, a começar pela dificuldade que é traçar metas profissionais diante da incerteza que toma conta do mercado de trabalho.…”

Section: Discussionunclassified

Decisão de carreira entre estudantes em fim de curso universitário

Teixeira

Gomes

2005

Psic.: Teor. e Pesq.

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1 Universidade Federal do Rio Grande do SulRESUMO -O estudo avaliou a contribuição de clareza de autoconceito, auto-eficácia profissional, comportamento exploratório, participação em atividades acadêmicas de formação, situação do mercado de trabalho e percepção pessoal de oportunidades profissionais na predição da decisão de carreira, entre estudantes em fim de curso universitário. Participaram 252 estudantes com idades entre 20 e 30 anos, que responderam um instrumento de auto-relato desenvolvido para a pesquisa. Uma análise de regressão mostrou que as variáveis percepção de oportunidades, auto-eficácia profissional e clareza de autoconceito foram as que mais contribuíram para a predição da decisão de carreira. Neste sentido, interpretou-se que a formação universitária contemple com mais ênfase o aspecto da prática profissional, como forma de promover o desenvolvimento do autoconceito e da auto-eficácia. Sugere-se que a universidade ofereça atividades relacionadas ao desenvolvimento de metas profissionais para que os estudantes lidem de modo efetivo com a transição para o mercado de trabalho.Palavras-chave: decisão de carreira; desenvolvimento vocacional; universitários. Career Decision among Senior College StudentsABSTRACT -This study evaluated the contribution of self-concept clarity, professional self-efficacy, exploratory behavior, participation in academic activities, labor market situation, perception of barriers to entrance in the labor market, perceived support to career plan, and perceived level of work opportunities in the predicting career decision-making among senior college students. Subjects (252 students between 20 and 30 years old) completed a self-report instrument specially developed for this research. Regression analysis showed that perceived level of work opportunities, professional self-efficacy, and self-concept clarity were the variables that contributed most to the prediction of career decision-making. The study highlights the need of an emphasis on practical aspects of professional education in university training, as a way to assist students in developing self-concept and self-efficacy. It also suggests that the university should teach students to cope effectively with their transition to the labor market, and to develop the abilities to set professional goals and utilize career development strategies.Key words: career decision; vocational development; university students.Em geral, a decisão de carreira é definida como a competência que um indivíduo possui de escolher e comprometer-se com uma dada direção educacional ou vocacional (Osipow, Carney & Barak, 1976). Um outro sentido dado a decisão de carreira é o de identidade vocacional (Spokane, 1996), ou seja, a clareza que o indivíduo tem dos seus objetivos, interesses e talentos profissionais. Neste estudo, a decisão de carreira, também chamada de decisão em relação ao projeto profissional, é entendida como a capacidade que um indivíduo tem de identificar seus interesses dentro da profissão, estabelecer objetivos profissionais que esp...

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Section: Discussionunclassified

Decisão de carreira entre estudantes em fim de curso universitário

Teixeira

Gomes

2005

Psic.: Teor. e Pesq.

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“…More specifically, self-efficacy involves a person's judgment about his or her capabilities to organize and execute required courses of action to perform a certain behavior (Bandura, 1986). Self-efficacy, which has been cited as the most critical defining element of personal agency (Albert & Luzzo, 1999), stems from four main sources of information: performance accomplishments, vicarious learning, verbal persuasion, and physiological arousal (Bandura, 1986). These sources of information aid to form a dynamic set of self-beliefs that are exclusive to particular performance domains.…”

Section: Purpose Of Studymentioning

confidence: 99%

“…Thus, outcome expectations provide a rationale for performing certain behaviors. The personal expectations to perform a given behavior include various types of beliefs, including beliefs about extrinsic reinforcement, self-directed consequences, and the overall outcome for performing a certain behavior (Albert & Luzzo, 1999). Within SCCT, therefore, the expectations an individual has about a given career are then linked to the conceivable outcomes of career decisions and other career-related behaviors (Ali, McWhirter, & Chronister, 2005).…”

Section: Purpose Of Studymentioning

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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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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“…Information like this could inform policy makers concerned with the relationship between youths' citizenship status, academic performance, and expectations for future higher education and labor market participation. What little research there is on youths' attitudes on and expectations for their future labor market participation crosses the literature from several disciplines and theoretical perspectives (Albert & Luzzo, 1999), but none of it compares youths' expectations by citizenship status or employment sector. The relevant empirical research that does exist falls into several categories, including work ethic, academic achievement, expectations versus reality, and labor market preparation in school (Gonzalez et al, 2008).…”

Section: Labor Market Aspirations and Expectationsmentioning

confidence: 99%