Social Cognitive Predictors of Music Majors’ Academic Well-Being and Persistence Intentions

IF 2.8 2区 心理学 Q2 PSYCHOLOGY, APPLIED
Emily R. Cygrymus, R. Lent
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引用次数: 1

Abstract

Vocational psychology has devoted limited attention to factors that promote or hinder the career development of musicians. We combined features of social cognitive career theory’s (SCCT) well-being and choice models to examine the experiences of musicians at a formative point in their career development – the first few years of college, during which many would-be musicians either reaffirm or abandon their career paths. Consistent with SCCT, we posited that academic satisfaction and stress would be predicted by favorable levels of self-efficacy, outcome expectations, social support, goal progress, and trait negative affect. We also expected that satisfaction and stress levels would, along with self-efficacy and outcome expectations, predict intentions to persist in undergraduate music majors. Participants were 260 first- and second-year undergraduate music majors. The hypothesized model and a slightly revised version (which added a direct path from goal progress to persistence intentions) produced good fit to the data and accounted well for variation in academic satisfaction, stress, and persistence intentions.
音乐专业学生学业幸福感和坚持意向的社会认知预测因素
职业心理学对促进或阻碍音乐家职业发展的因素关注有限。我们结合了社会认知职业理论(SCCT)幸福感和选择模型的特点,研究了音乐家在职业发展的形成阶段的经历——大学的头几年,在这段时间里,许多想成为音乐家的人要么重申他们的职业道路,要么放弃他们的职业道路。与SCCT一致,我们假设学业满意度和压力可以通过自我效能感、结果期望、社会支持、目标进展和特质负面影响的有利水平来预测。我们还期望满意度和压力水平,以及自我效能感和结果预期,可以预测本科音乐专业的坚持意图。参与者是260名音乐专业一年级和二年级的本科生。假设模型和稍微修改的版本(增加了从目标进展到坚持意图的直接路径)与数据非常吻合,并且很好地解释了学术满意度、压力和坚持意图的变化。
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来源期刊
Journal of Career Assessment
Journal of Career Assessment PSYCHOLOGY, APPLIED-
CiteScore
6.10
自引率
15.60%
发文量
48
期刊介绍: The Journal of Career Assessment publishes methodologically sound, empirically based studies focusing on the process and techniques by which counselors and others gain understanding of the individual faced with the necessity of making informed career decisions. The term career assessment, as used in this journal, covers the various techniques, tests, inventories, rating scales, interview schedules, surveys, and direct observational methods used in scientifically based practice and research to provide an improved understanding of career decision-making. The focus is not just testing, but all those means developed and used to assess and evaluate individuals and environments in the field of career counseling and development.
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