Precursors of learning experiences in Social Cognitive Career Theory |
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| Institution: | 1. School of Business Administration, South China University of Technology, China;2. Research School of Management, The Australian National University, Australia;1. Department of Psychology, Saint Louis University, St. Louis, MO, USA;2. Institute of Psychology, Leipzig University, Leipzig, Germany;3. Institute of Psychology, University of Bern, Bern, Switzerland;1. The Chinese University of Hong Kong, Shenzhen, China;2. Durham University Business School, Durham, UK;3. Xi''an Jiaotong Liverpool University, Suzhou, China;4. University of Surrey, Surrey, UK;5. School of Management, Shenzhen University, Shenzhen, China;6. Adam Smith Business School, University of Glasgow, UK;7. Hainan University, Haikou, China;8. Renmin University of China, Beijing, China;9. Central University of Finance and Economics, Beijing, China |
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| Abstract: | This study extended the research on Social Cognitive Career Theory (SCCT; Lent, R. W., Brown, S. D., & Hackett, G. (1994). Toward a unifying social cognitive theory of career and academic interest, choice, and performance. Journal of Vocational Behavior, 45, 79–122]) by examining the contributions of 3 person inputs (personality, gender, and conformity to gender role norms) to career-related learning experiences for each of Holland’s Holland, J. L. (1997). Making vocational choices: A theory of vocational personalities and work environments (3rd ed.). Odessa, FL: Psychological Assessment Resources] 6 RIASEC themes. Participants (144 female and 113 male college students) completed measures of personality, conformity to feminine and masculine role norms, and learning experiences for Holland’s RIASEC themes. Results of path analyses indicated that the combination of person inputs explained a significant proportion of variance in each of the RIASEC-based learning experiences. Results supported 9 of 13 hypothesized relations involving personality, and suggested that for some personality traits, the relation to RIASEC-based learning experiences is both direct and indirect, via conformity to gender role norms. Results also revealed that gender predicted learning experiences for 5 of the 6 Holland themes; however, 4 of those relations were partially or completely mediated by conformity to gender role norms. Finally, findings supported 5 of 12 hypothesized relations involving conformity to gender role norms, and suggested that gender role conformity may be most relevant to learning experiences in the Realistic and Social domains. |
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