Turnover of experienced nurses is a component of the nursing shortage, which has created a lack of expert nurses administering bedside care. The project site is a Chicago suburban hospital with an average first year turnover of experienced nurses at 35%. This rate is above the 27% first year turnover reported by the Metropolitan Chicago Healthcare Council. This project focused on development and evaluation of an evidence-based mentorship program supported by theory that can contribute to an increase in experienced nurse retention. A detailed literature review references causative factors of turnover, such as an increasing workload, a multigenerational and aging workforce, and a lack of belonging as reasons for job dissatisfaction and separation of employment. These factors were also cited in exit interviews of nurses resigning from the project site. Synthesis of the literature suggests that an evidence-based, theory-supported, nurse mentorship program may decrease experienced nurse turnover and increase the longevity of the nurse providing bedside care. The social cognitive career theory and components of Zey's mutual benefits model were used in the design of the mentorship program to include the mentor, mentee, and culture of the organization. Program design and materials were evaluated by 10 experienced nurses. The program was approved by 100% of the formative panel and was recommended for summative review by the 4-member nurse executive council. The summative review resulted in a final approval to implement the program. Implementation of this project will create social change through empowerment of experienced nurses and by providing strong mentors for new nurses resulting in reduced turnover of both new and experienced nurses, increased job satisfaction, reduced replacement costs, and improved patient care.

The Muslim population in the United States has faced numerous challenges in the aftermath of September 11th, including increased negative portrayal of Muslims in the media. While there is increased understanding that the social environment in the US has become more Islamophobic, there is little research in applied psychology fields to understand how this is influencing the life choices of young Muslims in the United States. This investigation focuses on South Asian Muslim Americans and the factors that influence their career decision-making process. Lent and Colleagues’ (1994) Social Cognitive Career Theory career choice model was used to develop a better understanding of these factors. This study investigated how the variables of gender, ethnicity, religiosity, perceived discrimination, and family involvement relate to career decision-making self-efficacy and outcome expectations for South Asian Muslim college students. A hierarchical regression analysis was used to understand the relationships among the variables. The goal of this study was to provide initial understandings of the factors influencing South Asian Muslim Americans career decision-making process. The study did not find a significant relationship among the variables or the applicability of the SCCT career choice model to this population. These findings demonstrate a need to learn more about the career process for this population and other factors specific to the population that may be involved in the career development process. The results provide valuable information for counseling psychologists in university counseling centers to broaden their understanding and support the needs of South Asian Muslim American students during the career choice process.

Social support has been identified as an important component of planning for careers among high school students. Lent, Brown, and Hackett (2000) advocated for the importance of this support within Social Cognitive Career Theory (SCCT). These authors identified a need for further research with better measurement for examining contextual support and its connection to career decision-making. Ali et al. (2011) developed a set of measures to address this need for better measurement, but identified the need for more nuanced examination of specific types of contextual support. The current study was designed to assess the importance of nuanced measuring of different types of support in career-decision making. Specifically, two scales, School Personnel and Community, from the Contextual Support of Post Secondary Planning Scales (CSPSPS) are analyzed using confirmatory factor analysis to force the scales into the factor structures proposed by Ali et al. (2011). Additionally, exploratory factor analysis was used to further examine the school personnel scale. Finally, interventions to aid School Personnel and Community in ways to support students in career decision-making are considered.

This article is a quantitative research analysis that aims to compare the career orientations of Swedish and Chinese undergraduates involved in an International Social Work Program as an effort to provide insight for social work educators.  Use of the Social Cognitive Career Theory (SCCT) was applied to analyze the data.  A mail questionnaire was issued to 51 students studying at the University of Gävle (Sweden). The results show that fifty percent of Swedish students and fifty percent Chinese students would prefer to work in the government and/or public sector.  Also,  the study participants  agree that they will be influenced by career development opportunities in future work, and that the most substantial difference between the nationalities is that Chinese students tend to be more influenced by the social expectations of immediate parents, relatives, and friends, than their Swedish counterparts.  Finally, this article lists a few recommendations geared towards helping social work educators provide more relevant links between the school’s curriculum and anticipated job requirements, and bridging more opportunities for student internship positions.

Career opportunities for women were limited until the 1970s. Teaching is a profession women have long pursued. The purpose of the study was to determine if differences exist in Kentucky women teachers’ demographic characteristics and career choice outcomes by age cohort/era. The population consisted of women who lived in the state of Kentucky and the teacher sample consisted of 110 females, ranging in age from 25-74. Findings from this study were examined through the Social Cognitive Career Theory’s (SCCT) three constructs: self-efficacy, outcome expectations, and personal goals. Five key influences were reviewed from literature: age, resources, educational attainment, teaching responsibilities, and motherhood. The educational level of all women in this sample consisted of respondents earning a bachelor’s degree or higher, with the majority having obtained a master’s degree. It was found that the teacher sample of the Kentucky Women’s Educational Attainment Study was highly influenced by their educational and occupational decisions. They were influenced by their personal values and family in their marriage and parenting decisions. Personal goals, outcome expectations, and self-efficacy were being met for these teachers by accomplishing their education and career goals while balancing their parenting choices.

This study investigated the relationship between coping style and academic satisfaction, as well as the role each plays in overall life satisfaction. Further, this study examined the potential utility of coping style within Lent and Brown’s (2006) social cognitive career theory (SCCT) model of work satisfaction. A sample of students in a university setting took a measure to assess coping style, academic satisfaction, life satisfaction, self-efficacy, and goal progress. Results indicated that both problem-focused and avoidance coping styles predicted academic satisfaction individually. Only for problem-focused coping was this relation strong enough for academic satisfaction to partially mediate the direct effect on life satisfaction. Coping styles did not explain variance above and beyond the SCCT variables of goal progress and self-efficacy. This study supports the existing model of work satisfaction in SCCT, and offers preliminary evidence for full mediation of coping styles’ effects on satisfaction by stress and goal progress.

Uppemot en sjättedel av de som elever som gick ut grundskolan vårterminen 2022 saknade behörighet till ett nationellt gymnasieprogram och fick istället söka sig till ett av de introduktionsprogram gymnasieskolan erbjuder. Av de elever som börjar intro-duktionsprogrammet är det mer än hälften som stannar längre än ett år för att bli behöriga till ett nationellt program.  Syftet med studien är att undersöka hur studie- och yrkesvägledare arbetar med elever på introduktionsprogrammen och elevens upplevda självförmåga. Frågeställningarna lyfter vad ett skolmisslyckande är enligt studie- och yrkesvägledaren, hur studie- och yrkesvägledaren tolkar elevens upplevda självförmåga samt vilka metoder eller arbetssätt studie- och yrkesvägledaren använder sig av i arbetet med elever på introduktions-programmen.  Studien använder sig av en kvalitativ metod där sex studie- och yrkesvägledare som arbetar på introduktionsprogrammen har intervjuats. Som teoretisk utgångspunkt för att tolka empirin används karriärteorin Social Cognitive Career Theory och de bärande begreppen: self-efficacy, outcome expectations och personal goals.  Resultatet visar att studie- och yrkesvägledarna arbetar relationsbyggande och därifrån stöttar eleven mot måluppfyllelse. Det visar även på att det finns en diskrepans mellan elevens upplevda självförmåga och den faktiska förmågan när det kommer till studier.

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I tested the relationship between self-efficacy and socioeconomic status and how the combination can affect major choices in African American students. I used the social cognitive career theory and process mediation models to analyze the results of different variables. At the University of Central Florida, the participants were 1200 students in the introduction to financial accounting course. They completed a survey that measured various social barriers, social supports, and self-efficacy. Implications of future research in the context of accounting fields are discussed.

Despite concerted efforts among the engineering community – educators, employers, research funders, policymakers, and engineering professionals – to increase women’s enrollment and persistence in undergraduate engineering programs, women’s underrepresentation in the engineering profession continues to persist into the twenty-first century. As a result of this trend, especially given women’s proportion of the overall U.S. population and college enrollment, the need for further investigation of the issue has been well established. While numerous studies have examined this issue, many have done so quantitatively. Therefore, it has been recommended by the engineering community that an expanded use of qualitative methods be considered to address this research gap and add to the scope and rigor in understanding factors that influence women’s choice and persistence in engineering (Koro‐Ljungberg & Douglas, 2008). The aim of this phenomenological study was to explore the lived experiences of women in an undergraduate engineering program at a large, comprehensive research university located in the Northeast region of the U.S. to gain a better understanding of factors that help shape and influence women’s choice and persistence in engineering. Lent, Brown, and Hackett’s (1994) social cognitive career theory (SCCT) provided a guiding framework to illustrate how the participants’ educational choice behaviors were influenced by a number of variables related to their personal characteristics, experiences, and environment. To strengthen the study’s credibility member checking procedures were used to authenticate the findings and the interpretation of the participants’ experiences and triangulation methods were used to validate the findings and illustrate convergence in evidence across female student and female faculty participants’ experiences. The findings revealed several recurrent themes across the participants’ experiences that aligned with the SCCT framework, offering a unique perspective of how choice and persistence in engineering took shape for the participants in the study. Themes related to women’s choice of engineering were STEM or engineering exposure, self-efficacy in math and science, engineering outcome expectations, engineering agency beliefs, and pre-college environmental support. Themes related to women’s persistence in engineering were engineering barriers for women, women’s engineering barrier-coping strategies, and engineering environmental support. / Educational Administration