TOWARD A UNIFYING SOCIAL COGNITIVE THEORY OF CAREER AND ACADEMIC INTEREST, CHOICE, AND PERFORMANCE
TOWARD A UNIFYING SOCIAL COGNITIVE THEORY OF CAREER AND ACADEMIC INTEREST, CHOICE, AND PERFORMANCE
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DOI：
10.1006/jvbe.1994.1027
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发表时间：
1994-08-01
影响因子：
11.1
通讯作者：
HACKETT, G
中科院分区：
文献类型：
--
作者：
LENT, RW;BROWN, SD;HACKETT, G
本文提出了一个社会认知框架，以理解职业发展的三个错综复杂的方面：（a）职业相关利益的形成和阐述，（B）学术和职业选择的选择，（c）在教育和职业追求的表现和坚持。该框架主要来自班杜拉（1986）的一般社会认知理论，强调个人在职业发展过程中行使个人能动性的手段，以及增强或限制能动性的个人因素。特别是，我们专注于自我效能，预期结果和目标机制，以及它们如何与其他人（例如，性别），上下文（例如，支持系统）和经验/学习因素。12套命题提供组织现有的研究结果，并指导未来的研究理论。我们还提出了相关研究结果的元分析，并建议未来的经验和理论扩展活动的具体方向。(C)1994年出版社出版。
This article presents a social cognitive framework for understanding three intricately linked aspects of career development: (a) the formation and elaboration of career-relevant interests, (b) selection of academic and career choice options, and (c) performance and persistence in educational and occupational pursuits. The framework, derived primarily from Bandura's (1986) general social cognitive theory, emphasizes the means by which individuals exercise personal agency in the career development process, as well as extra-personal factors that enhance or constrain agency. In particular, we focus on self-efficacy, expected outcome, and goal mechanisms and how they may interrelate with other person (e.g., gender), contextual (e.g., support system), and experiential/learning factors. Twelve sets of propositions are offered to organize existing findings and guide future research on the theory. We also present a meta-analysis of relevant findings and suggest specific directions for future empirical and theory-extension activity. (C) 1994 Academic Press, Inc.