人格特质对职业决策的预测作用:职业自我管理社会认知模型的检验

IF 1.5 4区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL Journal of Psychoeducational Assessment Pub Date : 2023-10-20 DOI:10.1177/07342829231207140
Ana Estefanía Azpilicueta, Fernanda Belén Ghio, Marcos Cupani, Sebastián Jesús Garrido, Valeria Morán
{"title":"人格特质对职业决策的预测作用:职业自我管理社会认知模型的检验","authors":"Ana Estefanía Azpilicueta, Fernanda Belén Ghio, Marcos Cupani, Sebastián Jesús Garrido, Valeria Morán","doi":"10.1177/07342829231207140","DOIUrl":null,"url":null,"abstract":"The current study sought to test hypotheses derived from the social cognitive model of career self-management (CSM; Lent & Brown, 2013) applied to the process of career exploration and decision-making. We examined how well personality traits, contextual factors, and social cognitive predictors, collectively, account for exploration behavior and career decision-making outcomes. Specifically, we determine the relationships between personality traits with career decision self-efficacy, career goals, and decisional criteria in a sample of 302 high school students. The participants completed domain-specific measures of four personality traits (conscientiousness, intellect/openness, extraversion, and neuroticism), social support, self-efficacy, outcome expectations, goals, level of career indecision, and decisional anxiety. The model fit the data well overall, though certain predictors were linked to the criterion variables only indirectly via mediated pathways. The structural equation model analysis suggested, consistent with previous studies, that the contribution of personality on career exploration and decision-making was mediated by sociocognitive mechanisms. Multiple group analysis suggests that neither sex nor the type of institution (state/private) that students attend determines the relationships among the variables of the proposed theoretical model. Limitations, further research, practical implications, and methodological implications for the CSM model are discussed.","PeriodicalId":51446,"journal":{"name":"Journal of Psychoeducational Assessment","volume":"45 7","pages":"0"},"PeriodicalIF":1.5000,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Predictive Contribution of Personality Traits in Career Decision-Making: A Test of the Social Cognitive Model of Career Self-Management\",\"authors\":\"Ana Estefanía Azpilicueta, Fernanda Belén Ghio, Marcos Cupani, Sebastián Jesús Garrido, Valeria Morán\",\"doi\":\"10.1177/07342829231207140\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The current study sought to test hypotheses derived from the social cognitive model of career self-management (CSM; Lent & Brown, 2013) applied to the process of career exploration and decision-making. We examined how well personality traits, contextual factors, and social cognitive predictors, collectively, account for exploration behavior and career decision-making outcomes. Specifically, we determine the relationships between personality traits with career decision self-efficacy, career goals, and decisional criteria in a sample of 302 high school students. The participants completed domain-specific measures of four personality traits (conscientiousness, intellect/openness, extraversion, and neuroticism), social support, self-efficacy, outcome expectations, goals, level of career indecision, and decisional anxiety. The model fit the data well overall, though certain predictors were linked to the criterion variables only indirectly via mediated pathways. The structural equation model analysis suggested, consistent with previous studies, that the contribution of personality on career exploration and decision-making was mediated by sociocognitive mechanisms. Multiple group analysis suggests that neither sex nor the type of institution (state/private) that students attend determines the relationships among the variables of the proposed theoretical model. Limitations, further research, practical implications, and methodological implications for the CSM model are discussed.\",\"PeriodicalId\":51446,\"journal\":{\"name\":\"Journal of Psychoeducational Assessment\",\"volume\":\"45 7\",\"pages\":\"0\"},\"PeriodicalIF\":1.5000,\"publicationDate\":\"2023-10-20\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Psychoeducational Assessment\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1177/07342829231207140\",\"RegionNum\":4,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"PSYCHOLOGY, EDUCATIONAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Psychoeducational Assessment","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/07342829231207140","RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"PSYCHOLOGY, EDUCATIONAL","Score":null,"Total":0}
引用次数: 0

摘要

本研究旨在检验职业自我管理的社会认知模型(CSM;借,Brown, 2013)适用于职业探索和决策过程。我们研究了人格特征、环境因素和社会认知预测因素共同影响探索行为和职业决策结果的程度。具体而言,我们以302名高中生为样本,确定了人格特质与职业决策自我效能感、职业目标和决策标准之间的关系。参与者完成了四种人格特征(尽责性、智力/开放性、外向性和神经质)、社会支持、自我效能、结果预期、目标、职业优柔寡断水平和决策焦虑的特定领域测量。该模型总体上很好地拟合了数据,尽管某些预测因子仅通过中介途径间接地与标准变量相关联。结构方程模型分析表明,人格对职业探索和职业决策的影响是由社会认知机制介导的,与以往研究结果一致。多组分析表明,性别和学生就读的机构类型(州立/私立)都不能决定所提出的理论模型中变量之间的关系。讨论了CSM模型的局限性、进一步的研究、实际意义和方法意义。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
Predictive Contribution of Personality Traits in Career Decision-Making: A Test of the Social Cognitive Model of Career Self-Management
The current study sought to test hypotheses derived from the social cognitive model of career self-management (CSM; Lent & Brown, 2013) applied to the process of career exploration and decision-making. We examined how well personality traits, contextual factors, and social cognitive predictors, collectively, account for exploration behavior and career decision-making outcomes. Specifically, we determine the relationships between personality traits with career decision self-efficacy, career goals, and decisional criteria in a sample of 302 high school students. The participants completed domain-specific measures of four personality traits (conscientiousness, intellect/openness, extraversion, and neuroticism), social support, self-efficacy, outcome expectations, goals, level of career indecision, and decisional anxiety. The model fit the data well overall, though certain predictors were linked to the criterion variables only indirectly via mediated pathways. The structural equation model analysis suggested, consistent with previous studies, that the contribution of personality on career exploration and decision-making was mediated by sociocognitive mechanisms. Multiple group analysis suggests that neither sex nor the type of institution (state/private) that students attend determines the relationships among the variables of the proposed theoretical model. Limitations, further research, practical implications, and methodological implications for the CSM model are discussed.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
Journal of Psychoeducational Assessment
Journal of Psychoeducational Assessment PSYCHOLOGY, EDUCATIONAL-
CiteScore
3.30
自引率
5.90%
发文量
61
期刊介绍: The Journal of Psychoeducational Assessment (JPA) publishes contemporary and important information focusing on psychological and educational assessment research and evidence-based practices as well as assessment instrumentation. JPA is well known internationally for the quality of published assessment-related research, theory and practice papers, and book and test reviews. The methodologically sound and impiricially-based studies and critical test and book reviews will be of particular interest to all assessment specialists including practicing psychologists, psychoeducational consultants, educational diagnosticians and special educators.
期刊最新文献
Resolving Dimensionality Issues of the Utretch Work Engagement Scale for Students Using an Integrative Data-Analytic Framework Psychometric Properties of the School Support Scale (SSS) for a Sample of Chilean Adolescents Interpretation Evidence for the Multidimensional Test Anxiety Scale: A Brief Report Perceived School Belonging Among Youth with Chronic Physical Illness Florence Bullying-Victimization Scales: Validation Study and Victimization Associations With Well-Being and Social Self-Efficacy
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1