Denna studie syftar till att öka förståelsen kring läkarstudenters karriärval. Merparten av läkarstudenter på Sveriges högskolor har universitetsutbildade föräldrar. Vi finner det därmed intressant att undersöka läkarstudenter som inte kommer från hem med en akademisk studietradition. Genom att studera på akademisk nivå lämnar studenterna sin nuvarande yrkes-och utbildningsmässiga samhällsklass. För att förstå varför dessa studenter väljer att genomföra denna klassresa har en kvalitativ metod tillämpats. Detta metodval gjordes för att vi strävade efter en djupare förståelse kring deras karriärval. Empirin tolkades i huvudsak utifrån två teoretiska verktyg: Banduras (1997) begrepp self- efficacy samt Social cognitive career theory (Lent et al. 1994) som användes för att förstå individers karriärutveckling. Resultatet visar att mönster gällande faktorer som individens självtillit, studieframgångar, intressen och personliga egenskaper har varit centrala när studiens informanter gjort sina karriärval. Det framkom även att omgivningens uppmuntran är betydande vid detta val.

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The current study examined the impact that components of Social Cognitive Career Theory (SCCT) have on choice behavior and academic performance in African American or Black, undergraduate students. SCCT is a highly valued and researched theory, but few studies examine the impact that SCCT components have on choice behavior and academic performance in Black college students. This study focused on evaluating SCCT components’ relevance to variables that have been shown to predict later objective career success. This is important because African Americans tend to have significantly lower paying and less prestigious jobs, as well as attain lower levels of education than most other racial populations in the United States. However, there is a paucity of current career development and attainment literature specific to the African American undergraduate population. In an effort to promote understanding of within group differences in SCCT variables that can contribute to educational and career success, 247 African American undergraduates were recruited to participate in this study. The participants completed online questionnaires regarding demographic information, self-efficacy, contextual barriers, contextual supports, choice goals, and choice behavior. Participants also gave permission for researchers to access grades. Findings indicate that academic coping self-efficacy, contextual barriers, and contextual supports may be particularly important to academic choice behavior in African American college students. Further, choice behavior appears to be important to grade point average. Implications, limitations, and recommendations for future research associated with this study’s findings are discussed.

Vocational disruption for survivors of interpersonal trauma has been noted by both practitioners and researchers. While limited empirical support exists, a firm theoretical framework and a full range of outcomes have not been explored. Guided by the framework of social cognitive career theory (SCCT), a promising framework recommended in the previous literature, the aim of the current study was to explore the function of contextual barriers and supports as predictors of career decision self-efficacy (CDSE). Due to the lack of consistency in previous research and absent theoretical specification of the particular mode of intervening variables, both mediation and moderation were explored using multiple regression. The results indicate the relationship between background factors (i.e., childhood maltreatment) and CDSE was fully mediated by an indirect pathway via personal factors (i.e., trauma-related symptoms) and learning experiences (i.e., anxious and avoidant attachment with a career-related mentor) in the prediction of CDSE. The results also indicate that personal factors (i.e., trauma-related symptoms) function as a moderator between background factors (i.e., childhood maltreatment) and learning experiences as anxious attachment with a career-related mentor. Finally, learning experiences as anxious attachment with a career-related mentor moderated the relationship between personal factors (i.e., trauma-related symptoms) and CDSE. Overall, within the SCCT model, the proposed predictors help explain differences in CDSE as related to childhood maltreatment through mediation and moderation. Theoretical and practical implications of the results are discussed.

In 2016, the U.S. Census Bureau indicated only 39.1% of women occupied management and leadership occupations. The absence of women in leadership roles minimizes career aspirations, reduces the benefits of gender diversity, and lowers growth opportunities for women. The purpose of this interpretive hermeneutical phenomenological study was to unveil the lived experiences of a sample of minority women managers and leaders in the finance and insurance sector in Central Florida who encountered general career barriers and self-imposed career impediments that hindered them from advancing. The conceptual framework that guided this study was the social cognitive career theory coupled with the self-efficacy theory. Data were collected through semistructured interviews with 8 minority mid-level managers and leaders in the finance and insurance industry in Central Florida. Data were analyzed using the modified van Kaam method reformed by Moustakas. Five themes emerged from the data: General career barriers, self-imposed career impediments, career challenges, career management strategies, and career barrier counsel. These results may contribute to social change by raising awareness about career impediments that can discourage career paths of women and illuminating strategies regarding how to maneuver through interferences. Women can take control of their lives and modify their career paths. When organizational managers and leaders become more self-aware of the perceived career obstructions, they can initiate the appropriate training to help their employees maneuver, overcome, and navigate through difficulties.

In 2015, 0.2% of African American women were in chief executive officer (CEO) roles and 1.2% were in executive or senior-level roles within a 500 Standard & Poor's (S&P) organization. African American women's lived experiences are underutilized by organizational and human resources (HR) leaders in the development and implementation of recruitment, talent development, diversity and inclusion, and succession planning strategies. The purpose of this qualitative phenomenological study was to understand lived experiences regarding career advancement decision-making strategies for senior-level African American women. The conceptual framework used was social cognitive career theory (SCCT), which addresses the 'what' and 'how' of career development and behaviors across one's life span. The central research questions were about participants' decisions-making strategies used to attain senior-level management positions and how the facets of SCCT impacted their decision-making processes. Snowball sampling was the purposeful strategy used for recruiting 12 African American women who serve/served in a senior-level position within an organization. The data collections sources included interviews and field notes. By deductive and inductive coding, the main themes uncovered were leadership, family, education, authenticity, and faith. The results of this study may benefit organizational and HR leaders as they consider improvement opportunities for their recruitment, talent management, diversity and inclusion policies and programs, and succession planning strategies, inclusive of internal and college recruitment, involvement in community youth initiatives, and strategic alignment of high-level, internal organizational stakeholders.

The main objective of the doctoral thesis was to analyze the features of one’s vocational path during the time of undergraduate studies. Undergraduate studies can be treated as a pathway of transition from school to the world of work. Therefore, it is especially important to identify what makes vocational choice successful during this period of time. In the study, several psychological success indicators of vocational path choice were distinguished. Moreover, the following factors were analyzed as their possible predictors: internal-cognitive factors (self-efficacy and vocation-related expectations), internal-personality factors (Big Five trait dimensions), external factors (situational-demographic characteristics). The study was conducted in the framework of Social Cognitive Career Theory. 625 undergraduates representing various Lithuanian universities took part in the main study. The results provide a basis for distinguishing the most important factors of vocational path choice during the transition period, i.e., those factors that most strongly relate either to vocational choice success indicators or to the adequacy of its planning. In the discussion, both theoretical implications and practical recommendations are provided. / Disertacijoje nagrinėjami profesinio kelio ypatumai bakalauro pakopos studijų metu – pereinamuoju laikotarpiu tarp mokyklos baigimo ir įėjimo į darbo pasaulį. Darbe buvo siekiama išskirti psichologinius sėkmingo profesinio kelio pasirinkimo rodiklius bei įvertinti, kokie veiksniai jiems turi daugiausiai reikšmės. Remiantis socialine kognityvine karjeros teorija ir pereinamojo laikotarpio tyrimų apžvalga, nagrinėti vidiniai kognityviniai (įvairūs saviveiksmingumo aspektai, profesiniai lūkesčiai), asmenybės (Didžiojo Penketo asmenybės bruožai) ir išoriniai (situaciniai-demografiniai) veiksniai. Tyrime dalyvavo 625 įvairių Lietuvos universitetų bakalauro pakopos, 1–4 kurso studentai. Gauti rezultatai leidžia išskirti svarbiausius vidinius ir išorinius profesinio kelio veiksnius – tuos, kurie pereinamuoju laikotarpiu labiausiai sietini su sėkmingu profesinio kelio pasirinkimu ar adekvačiu jo planavimu. Aptariant tyrimo rezultatus, diskutuojama tiek jų reikšmė teorine prasme, tiek pritaikymo galimybės profesinio orientavimo ir konsultavimo praktikoje.

abstract: The Student Performance Accomplishments Questionnaire (SPAQ) was developed and validated in two studies with two normative samples totaling 315 college students, including a subsample of undocumented students. This instrument assesses academic performance accomplishments in the context of students' academic, extracurricular, and advocacy roles. Performance accomplishments are theorized to be one of four sources of efficacy (Bandura, 1977, 1986). Study 2 tested part of the Social Cognitive Career Theory model (Lent et al., 1994) in a sample of 154 student advocates. By conventional standards, the results yielded no support for the SCCT model and suggested the need for an alternative model. Results showed that student performance accomplishments in advocacy are highly related to students' academic outcomes, particularly choice actions. Choice actions were subsequently related to career goals and academic performance. No significant differences were found between documented and undocumented students on any of the variables studied. It was found that student advocates were significantly higher in performance accomplishments in advocacy, academic self-efficacy, choice action, and academic performance in comparison to student non-advocates. Clinical and research implications of these results for the field of counseling psychology were discussed. / Dissertation/Thesis / M.A. Counseling Psychology 2013

The purpose of this study was to gain an in-depth understanding of whether or not, and how teachers in a resource-constrained rural school sustain their motivation in and commitment to teaching over a life-span. The Social Cognitive Career Theory was chosen as theoretical framework because it recognises the importance that factors in the environment play when the career paths of individuals unfold. A conceptual framework for ‘teacher career resilience’ was developed by merging current thinking on resilience, teacher resilience and career resilience. The life-history design was framed methodologically as biographical research with participatory principles. Teacher participants (n=5, 3=female and 2=male) were selected according to purposive sampling. Data were generated through participatory interview-conversations, which were audio-recorded and transcribed verbatim, as well as memory books, joint photograph-taking and field notes in a researcher diary. Five themes emerged from the guided phenomenological analysis process (Hycner, 1985) and narrative comparison. First, this study exposes illiteracy of learners’ parents, demotivated learners, and a negative national teacher fraternity as sources of adversity not previously noted as significant for teachers in rural settings. Second, rural teachers in this study drew strength from their own life experiences of adversity (being from rural areas themselves); and they relied on their own agency in problem solving. Third, in addition participating rural teachers make use of encouraging memories of their own teachers from childhood and partake in informal professional development activities such as collaborative peer discussions rather than mentoring to grow professionally. Fourth, participating teachers in rural resource-constrained South Africa thus use similar internal protective resources (problem solving, strategizing, cognitive restructuring and emotional regulation) in their adaptive coping repertoire to those of other teachers globally. Fifth, teachers did not enter the teaching profession in the same way as has been documented elsewhere; but entered the teaching profession as a result of socio-political and financial influences, chance happenings and the influence of significant teachers in their past. Teachers seem to balance their use of protective resources between internal and external resources in their current practice. Over time, however they draw more on internal protective resources. Teachers conceptualised their teacher career resilience on a continuum: persevering through adversity, both as young children, and as growing professionals. They use their self-efficacy beliefs, embedded in an adversity drenched past, to manage, overcome and cope despite current chronic adversity. Teachers’ overt behavior in adaptive coping processes was dependent on the interrelatedness between their attributes (especially internal protective resources), the environment (chronic adversity) and the continuous loop of influence (appraisal) between these three factors. Teachers became skilled in resilience processes because of the chronic adversity they face. Teachers’ self-efficacy beliefs about their adaptive coping extended beyond what they themselves can achieve to what their efforts in teaching may mean to model hope to learners, as their teachers modelled to them, fostering a certain altruistic career anchor. / Thesis (PhD)--University of Pretoria, 2013. / gm2014 / Educational Psychology / unrestricted