The relationship among support, ethnic identity, career decision self-efficacy, and outcome expectations in African American high school students - Applying social cognitive career theory
The relationship among support, ethnic identity, career decision self-efficacy, and outcome expectations in African American high school students - Applying social cognitive career theory
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DOI：
10.1177/0894845306293416
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发表时间：
2006-12-01
影响因子：
2.9
通讯作者：
Whitson, Melissa L.
中科院分区：
文献类型：
--
作者：
Gushue, George V.;Whitson, Melissa L.
本研究探讨了两个潜在的力量来源的影响（即，种族认同和家长/教师支持）对职业决策自我效能感和结果期望的认知变量在104名非洲裔美国九年级学生的样本。结果表明，父母支持与职业决策自我效能感存在显著正相关，教师支持与职业决策自我效能感和职业结果期望存在显著正相关。种族认同与自我效能感或结果期望之间没有关系。研究结果证实了在职业咨询和教育中考虑情境支持的重要性。限制，咨询的影响，并为今后的研究提出建议进行了讨论。
This study examines the influence of two potential sources of strength (i.e., ethnic identity and parent/teacher support) on the cognitive variables of career decision self-efficacy and outcome expectations in a sample of 104 African American ninth-grade students. The results indicate that parental support is positively related to career decision self-efficacy and teacher support is positively related to career decision self-efficacy and career outcome expectations. No relationship is found between ethnic identity and either self-efficacy or outcome expectations. The findings confirm the importance of considering contextual supports in career counseling and education. Limitations, implications for counseling, and suggestions for future research are discussed.