High School Final Year Students’ Career Decision-Making Self-Efficacy,Attachment Styles and Gender Role Orientations

The purpose of this research was to investigate the relation between final year high school students’ career decision-making self-efficacy and attachment styles. The research group consisted of 808 final year students selected at random and receiving high school education in the province of Trabzon, Turkey in the 2013–2014 academic years. Participants completed a Personal Data Form prepared by the researchers, the Career Decision-Making Self-Efficacy Scale in order to measure career decision-making self-efficacy, the Relationship Scales Questionnaire and the BEM Gender role Inventory. Results showed that career decision making efficacy was significantly correlated with the secure and fearful and attachment styles, and career decision making self-efficacy varied according to gender roles. Subjects with masculine and feminine gender roles had greater career decision making self-efficacy than those with indeterminate roles, and those with androgynous roles had greater career making self-efficacy than those with masculine, feminine or indeterminate gender roles.     

Facets of career decision-making difficulties

The present research investigated the relations among the measured and the expressed career decision-making difficulties in a sample of 299 young adults who intended to apply to college or university. As hypothesised, the correlations between career decision-making difficulties, as measured by the Career Decision-Making Difficulties Questionnaire (CDDQ), and the expressed difficulties were generally high (median = 0.64), but varied among the 10 difficulty categories (range 0.35-0.82). Both measured and expressed difficulties correlated negatively with the students' career decision-making self-efficacy (-0.63 and -0.65, respectively). The correlations between the CDDQ and both dimensions of the Vocational Decision Style Indicator were negative but low (-0.25 for the introvert vs. extrovert dimension and -0.35 for the thinking vs. feeling dimension). The correlations between the students' scholastic aptitude test scores and both measured and expressed difficulties were negligible (-0.03 and -0.08, respectively). Participants with more crystallised career plans reported lower career decision-making difficulties, higher career decision-making self-efficacy, and a higher 'thinking' (as opposed to 'feeling') vocational decision-making style. The theoretical and practical implications of these findings are discussed.     

Career exploration in adolescents: The role of anxiety, attachment, and parenting style

The aim of the study was to examine the role of parent-adolescent attachment, adolescent anxiety and parenting style in the career exploration process and in career satisfaction. Three kinds of anxiety were considered: general trait anxiety, fear of failing in one’s career and fear of disappointing one’s parents. The participants were 283 French high school students on the threshold of one of the most important school transitions. The results varied by gender. For girls, general anxiety and neglectful style were negatively related to career exploration; secure attachment and fear of failing were positively related to it. For boys, fear of disappointing parents was positively related to career exploration. Attachment to parents, authoritative style, general anxiety, and fear of failing were related to some career exploration satisfaction scores, though differently for boys and girls. The differences between boys and girls in the roles played by anxiety, attachment and parenting style are discussed.     

Applications of self-efficacy theory to the understanding and treatment of career indecision

The present study was designed to investigate the utility of Bandura's self-efficacy theory to the understanding and treatment of career indecision. More specifically, the study involved the development of a measure of self-efficacy expectations with regard to 50 tasks or behaviors required in career decision making and the examination of the relationships of career decision-making self-efficacy to several components of vocational indecision. A total of 346 subjects, 154 students attending a private liberal arts college and 193 students attending a large state university, were administered the measure of career decision-making self-efficacy expectations and the Career Decision Scale (Osipow, Carney, Winer, Yanico, & Koschier, Columbus, Ohio: Marathon Consulting and Press, 1980). In addition, Scholastic Aptitude Test verbal and math scores were obtained for the liberal arts students, and American College Test math and English subtest scores were obtained for the state university students. Results indicated first that college students in general express considerable confidence in their ability to complete the tasks necessary to make career decisions. In addition, however, the strength of students' career decision-making self-efficacy expectations was strongly and negatively related to overall levels of career indecision and was, in particular, related to the component of indecision described as a lack of structure and confidence with respect to career decisions. Relationships of career decision-making self-efficacy expectations to ability level were negligible. Based on the findings of this study it is suggested that the concept of career-related self-efficacy expectations provides a useful framework for the understanding, assessment, and treatment of at least some of the antecedents to vocational indecision.     

Sociomoral reasoning,perceptions of parenting and self‐reported delinquency in adolescents

This study considers the relationships between perceived parenting, sociomoral reasoning, and self‐reported delinquency in a sample of high school adolescents. Correlational analysis revealed that moral reasoning was associated with a consistent disciplinary style. Self‐reported delinquency was positively related to a number of the parenting variables but negatively correlated with moral reasoning. Separate analysis for males and females showed similar patterns for self‐reported delinquency, with the exception that moral reasoning was negatively correlated with attachment and supervision among females. The most significant predictors of delinquency scores were parenting variables, with moral reasoning also playing a role for males. A factor analysis of the perceived parenting measure revealed two factors. The first factor reflected a warm, inductive and involved style of parenting with the second reflecting a parenting style characterized by physical punishment. Self‐reported delinquency was negatively significantly associated with Factor 1, and positively related to Factor 2. There were also differences in the self‐reported delinquency scores of the top and bottom quartiles of Factor 1 scores. These support the conclusion that a parental style that is perceived to be warm, involved and inductive is associated with lower levels of delinquency in adolescence. Copyright © 2001 John Wiley & Sons, Ltd.     

The role of future time perspective in career decision-making

The present study of two hundred and seven university students examined the structural relation of future-orientation (both valence and instrumentality), career decision-making self-efficacy and career indecision (choice/commitment anxiety and lack of readiness) in a sample of 218 college students. Future time perspective was viewed as a key input to career decision making. Structural equation modeling results indicated that valence was not significantly related to career decision-making self-efficacy, choice/commitment anxiety and lack of readiness. However, instrumentality completely mediated the relation between valence and career decision-making self-efficacy, choice/commitment anxiety and lack of readiness. Instrumentality was significantly related to career decision-making self-efficacy and lack of readiness. Career decision-making self-efficacy completely mediated the relation between instrumentality and choice/commitment anxiety; however, it only partially mediated the relation between instrumentality and lack of readiness. Although the proposed model was invariant across gender, the findings indicated that women reported higher instrumentality and lower lack of readiness than did men. No differences were found for career decision-making self-efficacy and choice/commitment anxiety across gender. The findings suggest that psychologists, counselors, and teachers should consider the role of future time perspective in university students' career development.     

Preparing young veterans for civilian life: The effects of a workshop on career decision-making difficulties and self-efficacy

The current study mapped the career decision-making difficulties and career decision self-efficacy of 1315 young veterans who participated in a 5-day workshop aimed at facilitating their transition to civilian life. A pre- and post-test comparison showed that participation in the workshop reduced (d = 0.57) the participants' career decision-making difficulties (measured by the CDDQ; Gati, Krausz, & Osipow, 1996) and increased (d = 0.77) their career decision self-efficacy (measured by the CDSE; Taylor & Betz, 1983). A more advanced decision status, as reflected in the participants' Range of Considered Alternatives ( Saka & Gati, 2007), was negatively associated with participants' career decision-making difficulties, and positively associated with career decision self-efficacy. However, a more advanced decision status and the perceived effectiveness of the workshop were not associated with the decrease in difficulties and the increase in self-efficacy that resulted from participating in the workshop. The theoretical and practical implications of these findings are discussed.     

大学生主动性人格与职业决策困难的关系: 职业自我效能和职业使命感的中介作用

为探讨大学生职业决策困难与主动性人格、职业自我效能、职业使命感的关系,采用职业决策困难问卷、主动性人格量表、职业自我效能量表、拥有使命量表对321名大学生进行调查。结果表明:(1)主动性人格、职业自我效能、拥有使命两两之间呈极其显著的正相关;(2)主动性人格、职业自我效能、拥有使命与职业决策困难之间呈极其显著的负相关;(3)职业自我效能、拥有使命在主动性人格与职业决策困难之间具有完全中介作用。以上结果对于降低大学生的职业决策困难具有重要价值。     

Preparing young veterans for civilian life: The effects of a workshop on career decision-making difficulties and self-efficacy

The current study mapped the career decision-making difficulties and career decision self-efficacy of 1315 young veterans who participated in a 5-day workshop aimed at facilitating their transition to civilian life. A pre- and post-test comparison showed that participation in the workshop reduced (d = 0.57) the participants' career decision-making difficulties (measured by the CDDQ; Gati, Krausz, & Osipow, 1996) and increased (d = 0.77) their career decision self-efficacy (measured by the CDSE; Taylor & Betz, 1983). A more advanced decision status, as reflected in the participants' Range of Considered Alternatives (Saka & Gati, 2007), was negatively associated with participants' career decision-making difficulties, and positively associated with career decision self-efficacy. However, a more advanced decision status and the perceived effectiveness of the workshop were not associated with the decrease in difficulties and the increase in self-efficacy that resulted from participating in the workshop. The theoretical and practical implications of these findings are discussed.     

Cognitive–motivational antecedents of career decision-making processes in Portuguese high school students: A longitudinal study

In this study we propose an integrated framework of the antecedents of identity development and well/ill-being for high school students (N = 462) in the transition to higher education/job market. One study was conducted to investigate the effects of basic psychological need-satisfaction/frustration (as proposed within self-determination theory) and career decision-making self-efficacy (posited by social cognitive career theory) on the identity dimensions and experienced well/ill-being. Three longitudinal nested models were tested: a need-satisfaction/self-efficacy main effects model, an identity main effects model and a reciprocal main-effects model. The reciprocal effects between the variables were favored by the data. Basic need-satisfaction and career decision making self-efficacy positively predicted proactive exploration and commitment-making, while basic need-frustration predicted both diminished well-being and ill-being. Reciprocally, proactive exploration investments positively predicted whereas ruminative exploration negatively predicted, need-satisfaction and career decision-making self-efficacy. Implications for the design of career interventions are discussed and suggestions for future research proposed.     

The role of traditionality in the relationships among parental support,career decision-making self-efficacy and career adaptability

Integrating career construction (Savickas, 2013) and cognitive evaluation (Ryan & Deci, 2002) theories, we examined the moderating role of traditionality beliefs in the indirect relationships among parental support, career decision-making self-efficacy and career adaptability among Chinese university students. Data were collected from 731 undergraduate students in China at two measurement periods, 18 months apart. Results showed that Time 1 parental support was associated positively with Time 1 career decision-making self-efficacy and Time 2 career adaptability. In addition, the conditional indirect effects of Time 1 parental support in predicting Time 2 career adaptability via Time 1 career decision making self-efficacy were stronger among students with low as opposed to high traditionality beliefs. The implications of the results in terms of theory and practice are discussed.     

Applying the social cognitive model of career self-management to career exploration and decision-making

We present two studies applying the social cognitive model of career self-management (Lent & Brown, 2013) to career exploration and decision-making outcomes in college students. In the first study (N = 180 college students), we developed a new, brief measure of career exploration and decision-making self-efficacy for use in subsequent model testing. The measure yielded two factors, decisional self-efficacy and coping efficacy, with adequate internal consistency reliability estimates. The decisional self-efficacy factor related strongly to an established measure of career decision self-efficacy and produced theory consistent relations with measures of outcome expectations, social support, conscientiousness, exploration goals, prior engagement in career exploration, decisional anxiety, and level of career decidedness. In the second study (N = 215 college students), we re-examined the factor structure of the new self-efficacy measure and used it to assess the tenability of the self-management model in a path analysis predicting exploration goals, decisional anxiety, and career decidedness. The model fit the data well overall, though certain predictors were linked to the criterion variables only indirectly via mediated pathways. Implications of the findings for the social cognitive model as well as for future research and practice are considered.     

Emotional and personality-related aspects of persistent career decision-making difficulties

This study focused on examining the persistent aspects of career decision-making difficulties, using the Emotional and Personality-related Career decision-making Difficulties scale (EPCD; [Saka, N., Gati, I., & Kelly, K.R. (in press). Emotional and personality-related aspects of career decision-making difficulties. Journal of Career Assessment]). The contribution of four personality measures—general indecisiveness, self-esteem, trait anxiety, and identity status—to the prediction of persistent career decision-making difficulties was tested on 747 students, using a longitudinal design. Results indicated that individuals with high EPCD scores at the beginning of the academic school year had less confidence in their choice and were less close to making a decision about the major into which they wanted to be admitted at the end of the year. The moderate correlations between the EPCD score and the four personality measures supported the validity of the EPCD. Implications for counseling and future research are discussed.     

Emotional and personality-related aspects of persistent career decision-making difficulties

This study focused on examining the persistent aspects of career decision-making difficulties, using the Emotional and Personality-related Career decision-making Difficulties scale (EPCD; [Saka, N., Gati, I., & Kelly, K.R. (in press). Emotional and personality-related aspects of career decision-making difficulties. Journal of Career Assessment]). The contribution of four personality measures—general indecisiveness, self-esteem, trait anxiety, and identity status—to the prediction of persistent career decision-making difficulties was tested on 747 students, using a longitudinal design. Results indicated that individuals with high EPCD scores at the beginning of the academic school year had less confidence in their choice and were less close to making a decision about the major into which they wanted to be admitted at the end of the year. The moderate correlations between the EPCD score and the four personality measures supported the validity of the EPCD. Implications for counseling and future research are discussed.     

Future time perspective and career decisions: The moderating effects of affect spin

This study investigated the impact of future time perspective on two career decision-making variables and the role of affect spin as a moderator. 98 Korean undergraduate students completed questionnaires of future time perspective, career decision-making self-efficacy, and career choice anxiety. Using experience sampling method (ESM), we also collected students' affective experiences during 7 consecutive days and computed affect variability, namely affect spin. Hierarchical regression analyses showed that career decision-making self-efficacy and career choice anxiety were positively predicted by future time perspective and that affect spin moderated the relationship between future time perspective and both career decision-making self-efficacy scale and career choice anxiety respectively. We discussed the implications of the moderating role of affect spin, advantages of the ESM method, and practical suggestions for career counseling and supervision.     

粤港澳大湾区大学生前创业行动及受到政策与心理因素的影响研究

对315名粤港澳大湾区大学生进行问卷调查,分析他们前创业行动的情况并采用logistic回归研究其影响因素。结果发现,大学生前创业行动的参与度较为积极,但仍有进一步提升空间。而且,大学生的前创业行动受到了创业效能感、创业意愿和个体背景等内部因素的影响; 以及受到了创业政策熟悉度、大学生家庭所在地创业环境等外部变量的影响。研究结果对高校针对性开展创业教育具有一定的指导意义。     

Peer referencing in adolescent decision making as a function of perceived parenting style

This study examined the relationship between parenting style and adolescent decision making. Two hundred sixty-two college students completed a decision-making scale as well as a parenting scale in an effort to determine if the child-rearing style of their parents was related to the tendency of these late adolescents to reference peers rather than parents or other adults in decision making. The results indicated that adolescents raised by authoritative parents tended to refer to their parents for moral and informational decisions, while adolescents raised by authoritarian, permissive, or neglecting-rejecting parents more often referenced their peers for moral and informational decisions. Adolescents referred to their peers for social decisions regardless of how they were raised. Parental responsiveness was a significant factor in determining the source of adolescent decision-making assistance, but parental demandingness was not. It was concluded that less orientation toward peers during late adolescence seems to be another advantage of authoritative parenting.     

主动性人格与大学生职业成熟度的关系:一个有调节的中介模型

为考察主动性人格、职业决策自我效能感、就业压力和职业成熟度之间的关系,采用主动性人格量表、职业成熟度量表等对713名大学生进行调查。结果显示：（1）职业决策自我效能感在主动性人格与职业成熟度之间起部分中介作用,主动性人格既能直接预测职业成熟度,也通过职业决策自我效能感间接预测职业成熟度;（2）职业决策自我效能感的中介作用受到就业压力的调节,就业压力调节了职业决策自我效能感与大学生职业成熟度之间的关系。     

Career decision-making self-efficacy of South African high school boys and girls

Social cognitive career theory suggests that males and females may not differ in career decision-making self-efficacy, but this statement requires extension of research to high school samples. The Career Decision-making Self-efficacy Scale-Short Form was administered to white South African high school students in Grades 9 to 11, of whom 368 were boys and 494 girls. No significant sex differences were found, suggesting that career interventions based on social cognitive career theory in high school need not be sex-specific in content.     

Effects of parental expectations and cultural-values orientation on career decision-making difficulties of Chinese University students

This study examined the effects of cultural-values conflict and parental expectations on the career decision-making difficulties of university students in three cities in China (Beijing, Wuhan, and Hong Kong, N = 1342). The Multidimensional Scales of Individual Traditionality and Modernity (Yang, Yu, & Ye, 1989) were used as a measure of cultural-values conflict and cultural orientation. The Living-Up-to Parental Expectation Inventory (Wang & Heppner, 2002) was used to measure parental expectations. The Career Decision-Making Difficulties Questionnaire (Gati & Saka, 2001) was used as a dependent measure. It was found that levels of cultural-value conflict were associated with higher levels of career decision-making difficulties for students in the Chinese Mainland cities but not for students in Hong Kong. Perceived parental expectations and perceived self-performance in the expected areas were found to be predictive of career decision-making difficulties. Cultural-value orientation, especially endorsement of Chinese traditional values, was found to moderate the relationship between parental expectation and career decision-making difficulties. Theoretical, research and practical implications of findings were discussed.