A social cognitive perspective on occupational identity development in college students

Vautero, Jaisso; Silva, Ana Daniela

doi:10.1186/s41155-022-00215-1

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Brasil

Psicologia: Reflexão e Crítica

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Sumário

Research • Psicol. Reflex. Crit. 35 • 2022 • https://doi.org/10.1186/s41155-022-00215-1 copy

A social cognitive perspective on occupational identity development in college students

Authorship SCIMAGO INSTITUTIONS RANKINGS

Abstract

Occupational identity is a central concept of career development, by providing a sense of direction and meaning across career development. This study aimed to examine how this concept can be associated with career processes through model formed by a set of socio-cognitive factors. The participants were 358 college students at a Brazilian university who completed measures of occupational identity, environmental supports and barriers, self-efficacy, goal progress, and academic satisfaction. Analysis indicates that the occupational identity status was partially well predicted by the combination of self-efficacy to cope with barriers, supports, academic satisfaction, and goal progress. These results highlight that students with a positive sense of competencies to deal with barriers and adequate levels of academic satisfaction would easily establish an occupational identity.

Keywords:
Occupational identity; College students; Academic satisfaction; Academic self-efficacy; Goal progress

Educational level	Father		Mother
Educational level	n	%	n	%
No formal education	2	0.56%	5	1.40%
Primary	102	28.49%	140	39.11%
Secondary	115	32.12%	109	30.45%
Tertiary	61	17.04%	81	22.63%
Does not apply	78	21.79%	23	6.42%

Baseline characteristic		n	%
Family size
	1–3 persons	159	44.41%
	4–6 persons	158	44.13%
	More than 6 people	2	0.56%
	Without information	39	10.89%
Main source of income
	Own resources	106	29.61%
	Family support	226	63.13%
	Social aids	25	6.98%
	Without information	1	0.28%
Local of residence
	Rural communities	59	16.40%
	Small/medium towns	122	34.10%
	Large city/large town	164	45.80%
	Without information	13	3.70%

	Idt	ASe	ASf	ESB	GPr	SAT	SCB	M	SD	α
Idt	–	–	–	–	–	–	–	3.45	.90	.89
ASe	.40^ p < .01;	–	–	–	–	–	–	7.06	1.56	.90
ASf	.48^ p < .01;	.55^ p < .01;	–	–	–	–	–	3.80	.81	.83
ESB	.34^ p < .01;	.46^ p < .01;	.65^ p < .01;	–	–	–	–	3.75	.72	.74
GPr	.39^ p < .01;	.65^ p < .01;	.65^ p < .01;	.54^ p < .01;	–	–	–	3.77	.79	.88
SAT	.48^ p < .01;	.88^ p < .01;	.56^ p < .01;	.42^ p < .01;	.68^ p < .01;	–	–	7.40	1.69	.89
SCB	.31^ p < .01;	.94^ p < .01;	.46^ p < .01;	.41^ p < .01;	.53^ p < .01;	- .20^ p < .01;	.41^ p < .01;	7.82	1.70	.86

Model	(χ²/d.f.)	χ ²	CFI	RMSEA (90% CI)	SRMR	AIC
Model 1: academic self-efficacy (composite)	5.19	15.5	.98	.11	.05	39.58
Model 2: Self-efficacy in academic tasks	8.32	77.3	.97	.15	.07	48.957
Model 3: Self-efficacy to cope with barriers.	2.11	6.33	.99	.06	.04	30.334

Curso de Pós-Graduação em Psicologia da Universidade Federal do Rio Grande do Sul Rua Ramiro Barcelos, 2600 - sala 110, 90035-003 Porto Alegre RS - Brazil, Tel.: +55 51 3308-5691 - Porto Alegre - RS - Brazil
E-mail: prc@springeropen.com

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[1] *Correspondence: danielasilva@psi.uminho.pt