Vocational Anticipatory Socialization
Vocational Anticipatory Socialization
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职业预期社会化
DOI：
10.1177/0894845316660627
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发表时间：
2017
期刊：
影响因子：
--
通讯作者：
Karen K. Myers
中科院分区：
文献类型：
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作者：
S. Powers;Karen K. Myers
本研究以社会认知职业理论为框架，确定了大学生对最有影响力的鼓励/劝阻职业信息来源和内容（职业预期社会化 [VAS]）的看法。一项针对 873 名大学生的调查发现，母亲被认为是最有影响力的鼓励 VAS 的来源，其次是老师/教授、朋友和父亲。然而，第一代大学生更有可能将教师/教授视为他们最有影响力的增值服务来源。朋友被认为是令人沮丧的信息最有影响力的来源。最常见的 VAS 消息提供了职业详细信息。母亲最常被描述为传达信息，告诉孩子要追求对职业的热情，而教师/教授则经常被报道为提供职业详细信息。根据报告的 VAS 信息，我们推测一些 VAS 信息可以通过提高自我效能和结果期望、确认学生的个人技能并帮助学生在特定的职业环境中设想自己来帮助学生克服感知障碍。
Framed by social cognitive career theory, this study identified college students’ perceptions of the most influential sources and content of encouraging/discouraging career messages (vocational anticipatory socialization [VAS]). A survey of 873 university students found that mothers, followed by teachers/professors, friends, and fathers, were perceived to be the most influential encouraging VAS sources. However, first-generation college students were more likely to identify teachers/professors as their most influential VAS source. Friends were identified as most influential source of discouraging messages. The most frequently identified VAS messages gave career details. Mothers were most often described as conveying messages telling their children to pursue a passion for their career, while teachers/professors were frequently reported as providing career detail messages. Based on the VAS messages reported, we speculate that some VAS messages help students overcome perceived barriers by boosting self-efficacy and outcome expectations, confirming students’ individual skills and helping students envision themselves in particular career settings.