On Conceptualizing and Assessing Social Cognitive Constructs in Career Research: A Measurement Guide

By Robert W. Lent, Steven D. Brown. 2006

609 citations recorded by the source corpus.

Subfields: Education, Media Technology, Safety Research

View Paper: https://www.semanticscholar.org/paper/ac3104732dd33348575cd02f712cbd563c9c5370

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Citations in the corpus

Social Cognitive Career Theory and Subjective Well-Being in the Context of Work (2008, background): “Readers wishing a more in-depth discussion of particular variables in the model might consult Lent (2004) or Lent and Brown (2006a).”
Understanding Women's Underrepresentation in Science, Technology, Engineering, and Mathematics: The Role of Social Coping (2010, result): “This expectation parallels other STEM research and career theory (e.g., Lent & Brown, 2006; Lent et al., 2003).”
Measuring Perceived Teacher Support and Its Influence on Adolescent Career Development (2008, background): “SCCT has garnered considerable empirical support (Lent & Brown, 2006; Swanson & Gore, 2000), and there is specific evidence regarding the importance of social support as a contributor to the career development process in adolescents.”
Entrepreneurial Motivations: What Do We Still Need to Know? (2011, background): “Entrepreneurs need to be able to check where they stand in relation to their goals so they can determine whether they need to make adjustments in their behavior in order to attain those goals (Lent and Brown 2006; Lent, Brown, and Hacket 1994; Locke and Latham 2002; Locke, Latham, and Erez 1988).”
The relationships among high school STEM learning experiences, expectations, and mathematics and science efficacy and the likelihood of majoring in STEM in college (2017, background): “Moreover, SCCT suggests that decisions about a particular intent to pursue a field can be explained by interests and goals (Lent & Brown, 2006; Wang, 2013).”
Motivations: The Entrepreneurial Mind and Behavior (2009, background): “ Lent and Brown (2006) argued that social cognitive variables can be viewed as dependent or independent, depending on whether one intends to study what shapes the variables, or the outcome that the variables foster.”
Psychological correlates of university students' academic performance: a systematic review and meta-analysis. (2012, background): “Performance self-efficacy and grade expectancies are expected to stabilize as performance feedback is accumulated (Bandura, 1997; Lent & Brown, 2006) and, consequently, to be most strongly predictive of GPA among experienced students (Pajares & Miller, 1995).”
STEM Stereotypes and High School Students’ Math/Science Career Goals (2017, background): “Within social cognitive career theory (SCCT; Lent, Brown, & Hackett, 1994), proximal contextual barriers are defined as obstacles that individuals anticipate in their pursuit of domain-specific career goals (Lent & Brown, 2006).”