Career optimism: The roles of contextual support and career decision-making self-efficacy

被引：109
|
作者：
Garcia, Patrick Raymund James M. [1 ]
Restubog, Simon Lloyd D. [2 ]
Bordia, Prashant [2 ]
Bordia, Sarbari [2 ]
Roxas, Rachel Edita O. [3 ]
机构：
[1] Univ Vermont, Sch Business Adm, Burlington, VT 05405 USA
[2] Australian Natl Univ, Res Sch Management, Canberra, ACT, Australia
[3] Natl Univ, Manila, Philippines
来源：
JOURNAL OF VOCATIONAL BEHAVIOR | 2015年 / 88卷
基金：
澳大利亚研究理事会;
关键词：
Career optimism; Parental support; Teacher support; Career decision-making self-efficacy; Social cognitive theory; STUDENTS ACADEMIC-PERFORMANCE; HIGH-SCHOOL-STUDENTS; OUTCOME EXPECTATIONS; FUTURES INVENTORY; TEACHER SUPPORT; PARENT SUPPORT; MEDIATING ROLE; CHOICE; SATISFACTION; NEUROTICISM;
D O I：
10.1016/j.jvb.2015.02.004
中图分类号：
B849 [应用心理学];
学科分类号：
040203 ;
摘要：
Drawing from the social cognitive theory (Bandura, 1986), we examined the role of parental support, teacher support, and career decision-making self-efficacy as sources of career optimism. We tested our proposed model using 235 computer science majors from a large university in the Philippines. Surveys were conducted over two measurement periods (1 year apart). Results revealed that Time 1 parental and teacher support were positively associated with Time 2 career optimism. Furthermore, we found that these direct relationships were fully mediated by Time 1 career decision-making self-efficacy. These results remained significant even after controlling for neuroticism and past performance. Theoretical and practical implications are discussed. (C) 2015 Elsevier Inc. All rights reserved.
引用
收藏
页码：10 / 18
页数：9
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