Social cognitive career theory at 25: Empirical status of the interest, choice, and performance models
Social cognitive career theory at 25: Empirical status of the interest, choice, and performance models
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DOI：
10.1016/j.jvb.2019.06.004
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发表时间：
2019-12-01
影响因子：
11.1
通讯作者：
Brown, Steven D.
中科院分区：
文献类型：
--
作者：
Lent, Robert W.;Brown, Steven D.
社会认知职业理论（SCCT）由五个相互关联的模型组成。其最初的模型侧重于教育和职业兴趣、选择和表现（包括坚持）的决定因素（Lent、Brown 和 Hackett，1994）。第四个模型旨在学术和职业相关环境中的满意度和其他方面的福祉（Lent＆Brown，2006a，2008），第五个模型强调人们在整个职业生涯中管理常见发展任务和不常见挑战的过程（Lent＆Brown，2013）。每个模型都试图整合相关的探究流，其更大的目标是对教育和职业行为产生统一的观点。在SCCT推出25周年之际，我们考虑了原始三个模型的实证地位，并对支撑这三个模型的自我效能感和结果期望的来源进行了探究。我们主要根据荟萃分析结果，检查每个模型的可行性，观察模型测试内和模型测试之间特定社会认知变量的作用，记录模型关系和异常发现的调节因素，指出尚未充分研究的假设，并为未来的研究提出其他方向。
Social cognitive career theory (SCCT) consists of five interrelated models. Its original models focus on the determinants of educational and occupational interest, choice, and performance (including persistence) (Lent, Brown, & Hackett, 1994). A fourth model is aimed at satisfaction and other aspects of well-being in academic and career-related settings (Lent & Brown, 2006a, 2008), and the fifth model highlights processes whereby people manage common developmental tasks and uncommon challenges across the career lifespan (Lent & Brown, 2013). Each of the models seeks to integrate relevant streams of inquiry, with the larger goal of producing a unifying perspective on educational and career behavior. On the occasion of the 25th anniversary of SCCT's introduction, we consider the empirical status of the original three models as well as inquiry on the sources of self-efficacy and outcome expectations, which undergird the three models. Drawing primarily on meta-analytic findings, we examine the tenability of each of the models, observe the roles of particular social cognitive variables within and across model tests, note moderators of model relationships and anomalous findings, point to hypotheses that have been understudied, and suggest additional directions for future inquiry.