The Relationship Between Career Decision-Making Self-Efficacy and Perceived Career Barriers in the Career Decision Making of Selected Community College Students PDF Download
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Languages : en
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This study explored the differences between career decision-making self-efficacy (CDMSE) and perceived career barriers of students enrolled in the applied technology program compared to those enrolled in a college transfer program at a southeastern urban community college. Participants in the ex-post facto cross-sectional survey included 787 full and part-time students at the community college. There were three research questions: (1) Are there differences in mean scores of CDMSE and perceived career barriers of applied technology and college transfer community college students pursuing associate degree, diploma or certificate programs by demographic characteristics (gender, ethnicity, age, first-generational, employment, full and part-time student status)? (2) What is the predictive value of these demographic variables on CDMSE and perceived career barriers of applied technology and college transfer community college students pursuing associate degree, diploma or certificate programs? (3) Is there a relationship between CDMSE and perceived career barriers of applied technology and college transfer community college students pursuing associate degree, diploma or certificate programs? The Career Decision Self-Efficacy-Short Form and Career Barriers Inventory-Revised were administered to participants and data were analyzed using two sample t-tests, ANOVA and multiple regression models. There were significant differences between applied technology and college transfer students in terms of perception of career barriers and career decision-making self-efficacy. The applied technology students, who tended to be older, had higher career decision-making self-efficacy scores than the college transfer students and that did not change across the other demographic variables (gender, etc). The college transfer students, who tended to be younger, had higher perception of career barriers scores, and this did not change across demographic variables. Future research using a qualitat.
Author:
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Languages : en
Pages :
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Book Description
This study explored the differences between career decision-making self-efficacy (CDMSE) and perceived career barriers of students enrolled in the applied technology program compared to those enrolled in a college transfer program at a southeastern urban community college. Participants in the ex-post facto cross-sectional survey included 787 full and part-time students at the community college. There were three research questions: (1) Are there differences in mean scores of CDMSE and perceived career barriers of applied technology and college transfer community college students pursuing associate degree, diploma or certificate programs by demographic characteristics (gender, ethnicity, age, first-generational, employment, full and part-time student status)? (2) What is the predictive value of these demographic variables on CDMSE and perceived career barriers of applied technology and college transfer community college students pursuing associate degree, diploma or certificate programs? (3) Is there a relationship between CDMSE and perceived career barriers of applied technology and college transfer community college students pursuing associate degree, diploma or certificate programs? The Career Decision Self-Efficacy-Short Form and Career Barriers Inventory-Revised were administered to participants and data were analyzed using two sample t-tests, ANOVA and multiple regression models. There were significant differences between applied technology and college transfer students in terms of perception of career barriers and career decision-making self-efficacy. The applied technology students, who tended to be older, had higher career decision-making self-efficacy scores than the college transfer students and that did not change across the other demographic variables (gender, etc). The college transfer students, who tended to be younger, had higher perception of career barriers scores, and this did not change across demographic variables. Future research using a qualitat.
Author: Rosemary Ritter Kelly
Publisher:
ISBN:
Category :
Languages : en
Pages : 172
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Book Description
Keywords: career cecision-making self-efficacy, perceived career barriers.
Author: Geraldo G. VilaCruz
Publisher:
ISBN:
Category :
Languages : en
Pages : 180
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Book Description
Author: W. Bruce Walsh
Publisher: Routledge
ISBN: 1317767357
Category : Psychology
Languages : en
Pages : 327
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Book Description
Keeping up with new developments in vocational psychology is important to both psychological practitioners and researchers. This volume is devoted to presenting and evaluating important advances in the field of career decision making, development, and maturity. More specifically, it identifies, reports, and evaluates significant contemporary developments in vocational psychology and provides both professional workers and students with an informed understanding of the progress taking place in the field. The history and theory of the assessment of career development and decison making are explored as well as advances in career planning systems. An expanded context for the study and evaluation of career development variables is also described.
Author: Shari Lou Young Peterson
Publisher:
ISBN:
Category :
Languages : en
Pages : 510
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Author: Angela M. Horvath
Publisher:
ISBN:
Category :
Languages : en
Pages : 144
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Author: Nicole Pacheco Pulliam
Publisher:
ISBN:
Category : College students
Languages : en
Pages : 0
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Author: Zenobia Moorman Garrison
Publisher:
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Category : CDMSE.
Languages : en
Pages : 0
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There is a dearth of career intervention literature pertaining to underprepared community college students. This student population lacks sufficient college coursework preparation and also often lacks career decision-making self-efficacy (CDMSE), confidence in completing career decision-related tasks. Underprepared students with low CDMSE are typically indecisive, lack clear career goals, and thus struggle to persist in college. This phenomenological qualitative study explored the role of career learning experiences in shaping CDMSE and career goals of eight underprepared students participating in a voluntary career preparation program. Although not a longitudinal study, it captured the participants' lived experience that spanned across many semesters. The study described the participants' efficacy development prior to entering the program, during the seminar, and after seminar. The social cognitive career theory (SCCT) conceptual model was used as the framework to depict how the participants' academic and career interests developed and how their choices transpired and converted to action. The competencies associated with CDMSE development--self appraisal, gathering information, goal selection, goal planning, and problem solving--and the skills associated with these competencies were examined. Efficacy across all five areas were reflected in the narrative, but at varying levels. The behaviors germane to gathering occupational information, goal planning, and goal selection were most prevalent throughout the lived experiences relative to problem solving and self-appraisal. The results derived from the participants' narratives described how varied efficacy-focused activities, modality of delivery, and components of efficacious career intervention furthered skill development. The study also posited academic attitudes and beliefs of the participants, career decidedness, and internal locus of control were contributors to CDMSE development. Moreover, this study also suggested enhanced vocational identity was derived from career learning experiences and that change mindset seemed to be the conduit for heightened self-concept. Mentoring, coaching, and abundant support resources were integral to mitigating perceived barriers, and augmenting goal setting and goal commitment among program participants. The study described the interplay among these various factors in shaping the lived experience of the participants. The lived experience was depicted as efficacy rich and outcome based, varied, iterative, supportive, and transformative. This qualitative study brings to light the intricacies and many challenges that come with supporting CDMSE development and goals among underprepared community college students. Implications for practice and research are offered.
Author: Brittany Melvin Joslyn
Publisher:
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Category :
Languages : en
Pages : 0
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Author: Dwaine Turner PhD CRC
Publisher: Xlibris Corporation
ISBN: 1796031526
Category : Psychology
Languages : en
Pages : 103
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Book Description
My research focused on the relationship between career development and the different facets of racism that presents challenges in the world of academia. The social landscape of society was torn as a result of the deaths of Travon Martin, Mike Brown, Eric Grey and Eric Garner. Public opinion has varied on the causes of the deaths of many individuals in the African American community. As the author of this study I felt compelled to highlight the strength and perseverance of minorities in a college environment. Upon the completion of my study I realized that I was chronicling myself.
