Patrick Raymund James M. Garcia

Differential Moderating Effects of Student- and Parent-Rated Support in the Relationship Between Learning Goal Orientation and Career Decision-Making Self-Efficacy

Guided by the social cognitive career and cognitive evaluation theories, the authors theorize and test differential predictions regarding the moderating role of student- and parent-rated support when considering the influence of students’ learning goal orientation on career decision-making self-efficacy. Data were collected from 141 undergraduate students and their parents over a 6-month period. Time 1 learning goal orientation was positively related to career decision-making self-efficacy at Time 2. Results also revealed a differential pattern of moderating effects for student ratings of parental support and parent ratings of support. High student ratings of parental support strengthened the association between learning goal orientation and career decision-making self-efficacy. In contrast, low levels of parent-rated support strengthened the relationship between learning goal orientation and career decision-making self-efficacy. The discussion highlights the importance of considering how perceptions of parental support differ between parents and their children.

The Impact of Work–Family Conflict on Late-Career Workers’ Intentions to Continue Paid Employment A Social Cognitive Career Theory Approach

Drawing from the social cognitive career theory, we examined the relationship between work–family conflict (WFC) and late-career workers’ intentions to continue paid employment. We test the mediating roles of self-efficacy, outcome expectations, and preferences to continue paid employment as well as the moderating role of financial satisfaction at the age of 60. Data were collected from 373 working Australians aged 40–60. Results revealed that self-efficacy and outcome expectations partially mediated the negative relationship between WFC and preferences. Family–work conflict (FWC) had a negative indirect effect on preferences via self-efficacy, while outcome expectations did not mediate this relationship. Preferences also partially mediated the positive relationship between self-efficacy, outcome expectations, and intentions. Moreover, financial satisfaction moderated the positive relationship between preferences and intentions. Theoretical and practical implications are discussed.

Do you think i'm worth it? The self-verifying role of parental engagement in career adaptability and career persistence among STEM students

Parents contribute a great deal to their children’s career development. Despite the central importance of the self-concept to career development, little research has examined the role played by parental engagement in the link between the child’s self-concept and career development. Integrating self-verification and career construction theories, we develop and test the prediction that parental engagement indirectly contributes to career adaptability and career persistence by serving as a tacit signal of the child’s positive worth. Using a time-lagged survey design, we tested the proposed moderated mediation model in a sample of science, technology, engineering, and mathematics (STEM) university students. The results show full support for the hypothesized model. Consistent with self-verification theory, STEM students’ self-esteem was only associated with subsequent career adaptability and career persistence if they also perceived high levels of parental engagement. This result held despite statistically controlling for parent-reported parental engagement. We discuss implications for career development, STEM career persistence, and career counseling.