Contextual supports and barriers to academic choices: A policy-capturing analysis

被引：24

作者：

Dahling, Jason J. ^{[1
]}

Thompson, Mindi N. ^{[2
]}

机构：

[1] Coll New Jersey, Dept Psychol, Ewing, NJ 08628 USA

[2] Univ Wisconsin, Dept Psychol, Madison, WI 53715 USA

来源：

JOURNAL OF VOCATIONAL BEHAVIOR | 2010年 / 77卷 / 03期

关键词：

Social Cognitive Career Theory; Socioeconomic status; Peer support; Family support; Negative affect; Job market; Policy capturing; Self-efficacy; COLLEGE-STUDENTS; SELF-EFFICACY; CAREER ASPIRATIONS; DECISION-MAKING; NEGATIVE AFFECT; SOCIAL-CLASS; EXPECTATIONS; ADOLESCENTS; PERFORMANCE; PREDICTORS;

D O I：

10.1016/j.jvb.2010.07.007

中图分类号：

B849 [应用心理学];

学科分类号：

040203 ;

摘要：

In this study, we use an experimental methodology called policy capturing to examine the effects of contextual barriers and supports on students' decisions to change academic majors. Consistent with Social Cognitive Career Theory (SCCT), we found that information about family supportiveness, peer supportiveness, financial status, and job market outlook all had unique effects on participants' decisions, as did choice self-efficacy. Further, we found that trait negative affectivity moderated the relationship between choice self-efficacy and choice decisions. Exploratory analyses also indicated that the relations of family and peer supportiveness to choice decisions were weaker for non-European-American participants than European-American participants. Implications and directions for future research are discussed. (C) 2010 Elsevier Inc. All rights reserved.

引用

页码：374 / 382

页数：9

共 37 条

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