Contributions of Social Status and Family Support to College Students’ Career Decision Self-Efficacy and Outcome Expectations
Abstract
The purpose of this study was to better understand the roles of social status and family support in the career decision making of young adults in college. We tested a path model predicting career decision self-efficacy and career-related outcome expectations in a sample of 270 male and female undergraduate students. Predictor variables included family of origin socioeconomic status, perceived social status, perceived family support, and intentional family career-related interactions. The sample was randomly split into a calibration sample and a validation sample. Based on a path analysis with the calibration sample, the hypothesized model was modified, and a multiple group analysis was used to test for model invariance for the revised model. The results of this study suggest that both family status and family support are associated with social cognitive career development outcomes. Implications for both research and practice are discussed.
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The lower the sense of self-identity, the higher the degree of despair the students feel and are unwilling to seek outside help, which can easily lead to tragedy and have a significant negative impact on college students and even the whole society.
“The lower the sense of self-identity, the higher the degree of despair the students feel and are unwilling to seek outside help, which can easily lead to the occurrence of tragedy and have a significant negative impact on college students and even the whole society [16].”
From Effect of Acceptance and Commitment Therapy Combined with Music Relaxation Therapy on the Self-Identity of College Students (2022) · cites this paper as [16]
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“(e lower the sense of self-identity, the higher the degree of despair the students feel and are unwilling to seek outside help, which can easily lead to the occurrence of tragedy and have a significant negative impact on college students and even the whole society [16].”
BackgroundRetracted
- Authors
- Metheny, J., & McWhirter, E. H.
- Affiliations
- University of Oregon (US)
- Corresponding author
- McWhirter, Ellen Hawley
- Venue
- Journal of Career Assessment
- Publisher
- SAGE Publications
- Published
- 2013-01-24
- Volume
- 21
- Issue
- 3
- Pages
- 378-394
- ISSN
- 1069-0727 (ISSN-L)
- 1552-4590
- OpenAlex
- W2329050439
- Cited by
- 195
- References
- 71
- Citations by year
- 2026: 12 · 2025: 18 · 2024: 24 · 2023: 24 · 2022: 15 · 2021: 13 · 2020: 18 · 2019: 20 · 2018: 11 · 2017: 8 · 2016: 11 · 2015: 14 · 2014: 6 · 2013: 1
- FWCI
- 28.20
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Career Assessment (publishedVersion)
- Topics
- Social Sciences › Safety Research › Career Development and Diversity
- Social Sciences › Education › Higher Education and Employability
- Social Sciences › Safety Research › Disability Education and Employment
- Keywords
- career decision-making self-efficacy, outcome expectations, social status, family support, university students, young adults, perceived social status
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