Self-Efficacy Beliefs and Career Development

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Self-Efficacy Beliefs and Career Development

Strategic interventions are required to keep young people who are disadvantaged because of poverty, cultural obstacles, or linguistic barriers from dropping out of school. Recent studies showing a relationship between a student's belief structure and behavior suggest that self-efficacy beliefs may be an important focus for intervention.

This ERIC Digest discusses ways in which self-efficacy beliefs are influenced by various internal, external, and interactive factors and reflected in career-related outcome expectations and performance. It examines ways of channeling self-efficacy beliefs toward positive outcomes that lead to the development and expansion of career goals and expectations. It presents strategies for enhancing the self-efficacy and career development of students that draw upon contextual, problem-based, and community-based learning practices and promotes self-monitoring and self-assessment.

Beliefs and Perceptions

According to Bandura (1977), self-efficacy is mediated by a person's beliefs or expectations about his/her capacity to accomplish certain tasks successfully or demonstrate certain behaviors (Hackett and Betz 1981). Bandura postulates that these expectations determine whether or not a certain behavior or performance will be attempted, the amount of effort the individual will contribute to the behavior, and how long the behavior will be sustained when obstacles are encountered (ibid.).

Self-efficacy expectations, when viewed in relation to careers, refer to a person's beliefs regarding "career-related behaviors, educational and occupational choice, and performance and persistence in the implementation of those choices" (Betz and Hackett 1997, p. 383). They are reflected in an individual's perception about his/her ability to perform a given task or behavior (efficacy expectation) and his/her belief about the consequences of behavior or performance (outcome expectation)(Hackett and Betz 1981).

The Social Cognitive Career Theory (SCCT) developed by Lent, Hackett, and Brown (1996) draws upon Bandura's self-efficacy theory. It offers a framework for career development, explaining the interplay between educational and vocational interests, career-related choices, and performance. SCCT highlights the relationship among social cognitive variables (e.g., self-efficacy) and their relationship with other variables in the individual's socio-contextual environment, such as gender, race/culture, family, community, and political components (ibid.). Chen (1997) contends that this integration of self and social context offers an opportunity for individuals to gain a sense of control over their career development and increase their career-related self-efficacy expectations.

Self-Efficacy and Learning

When individuals have low self-efficacy expectations regarding their behavior, they limit the extent to which they participate in an endeavor and are more apt to give up at the first sign of difficulty.

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