The aim of the current study is to investigate the some potential factors that contribute to career indecision of university students. In accordance with that, a mediational causal model based on Social Cognitive Career Theory (SCCT) was proposed to test / a) the direct and indirect relationships of locus of control, perceived parental attitudes, career decision-making self-efficacy, and career outcome expectations with career indecision and b) to what extend the combination of these variables explain career indecision. The sample of the study was composed of 723 (338 female, 383 male, 2 unspecified) university students. Demographic Information Form, Career Decision Scale, Career Decision Self-Efficacy Scale Short-Form, Career Outcome Expectations Scale, Parental Attitudes Scale, and Rotter

EXECUTIVE SUMMARY The 2017-2018 Research and Graduate Affairs Committee (RGAC) was given three charges aimed at helping academic pharmacy address barriers that must be overcome by both students and schools to attract, retain, and support the development of a diverse, well-rounded, and successful graduate student population. These charges were (1) identifying teaching methodologies, tools and opportunities that graduate programs can introduce into curriculum to overcome barriers to success of today's and tomorrow's learners; (2) developing a strategy for achieving member support of the 2016-2017 recommended graduate competencies by identifying gaps in and existing examples of courses or opportunities that achieve competency-based pharmacy graduate education; and (3) identifying potential strategies to address identified barriers to pursuing graduate education, especially among under-represented student populations. This report describes attitudes toward and opportunities related to competency-based education in graduation education in colleges and schools of pharmacy, identifies types of tools schools could use to enhance training towards the competency framework developed by the 2016-2017 RGAC, particularly with regards to the so-called power skills, and outlines a role for AACP in facilitating this training. This report also considers a number of barriers, both perceived and real, that potential students encounter when considering graduate training and suggests strategies to understand the impact of and mitigate these barriers. To strengthen competency-based graduate education, the RGAC puts forth two recommendations that AACP develop a toolkit supporting the training of power skills and that AACP should develop or curate programs or tools to support the use of individual development plans (IDPs). The RGAC also puts forth a suggestion to schools that IDPs be implemented for all students. In considering the barriers to pursuing graduate education, the Committee proposes one policy statement that AACP supports the training and development of an increasingly diverse population of researchers at pharmacy schools through active efforts to promote M.S. and Ph.D. education along with Pharm.D. education. Additionally, the Committee provides recommendations that AACP should expand its efforts in career tracking of graduate students to include collection and/or analysis of data that could inform the Academy's understanding of barriers to pursuing graduate education in pharmacy schools, the AACP Office of Institutional Research and Effectiveness should expand upon graduate program data described in the annual Profile of Pharmacy Students report, and finally that AACP should include graduate programs in efforts to increase diversity of students at pharmacy schools.

Technology field industry is lacking a presence of women as in most cases, men have the control on the top management positions. The problem is well-known globally. The gender mixed teams tend to perform better as different ways of thinking allow them to make better business decisions. In order to make improvements, it is important to look at convincing ways to attract young students, especially women to the industrial sector.  This study focuses on Social Cognitive Career Theory factors on technology field students in Sweden and a comparison of results between female students and other groups like male students and student of nursing degree. This country is the one on the top level with the highest percentage of graduating engineers who are women. But still, most of the graduating students are men. Understanding which factors influence major decision’s is extremely important to improve the situation.  The research focused on analysis of factors based on Social Cognitive Career Theory developed by Lent. The questionnaire was sent out to Swedish university students who chose to study technical degree or nursing, or teaching.  The statistical analysis partially confirmed SCCT regarding the influence of self-efficacy on interest and outcome expectations. It also confirmed that self-efficacy and interest are much more important for female students comparing to male students. However, the impact of interest and outcome expectations was found more important for men than for women. This study contributes to further discussions regarding not too many differences found between men and women in Sweden.

Deficits in career decision making self-efficacy, career decidedness, and academic motivation have contributed to prolonged cycles of poverty, an increase in the number of years it takes to complete an undergraduate degree, and an upsurge in the amount of financial debt incurred. Recurrently, students are saddled with large amounts of debt for a degree that was never attained. One group heavily affected by this phenomenon is African American urban adolescents (AAUA). This quantitative study used a social cognitive career theory framework and a repeated-measures research design to examine whether a significant change in scores occurred from Time 1 to Time 2 on the Career Decision Self- Efficacy Scale—Short Form (CDSE-SF), Career Decision Scale (CDS), and Academic Motivation Scale—High School (AMS-HS). African American adolescents attending an urban high school in a midwestern state participated. Students were surveyed before and after completing the Strong Interest Inventory and participating in an educational session designed to aid them in making career and educational choices. Paired-samples t tests revealed no significant changes in scores on the CDSE-SF, CDS, or AMS-HS. However, findings from Pearson correlations suggest that career self-efficacy is largely correlated with both intrinsic and extrinsic motivation. This research contributes to social change by informing urban school districts and families of the need to deliver comprehensive career exploration programming for AAUA. This programming has the potential to aid students in making educational choices that align with their expected career paths, reduce their time to completion in postsecondary programs, and increase their potential for economic stability. Assessing

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.