Showing 2 results for Social Cognitive Career
Morteza Espanani, Proffesor Mohammadreza Abedi, Doctor Parisa Nilfrooshan,
Volume 21, Issue 84 (12-2022)
Abstract
Aim: Aim the present stady was aimed at compareing the effects of career counseling methed based on Holland`s theory, social cognitive career theory, and solution-focused counseling on career well-being of high school students in Isfahan city. Methods: The research methodology was, semi- experimental method with pre-test design post- test is and follow-up with the control group. The statistical population of all secondary school students in Isfahan was in the 98-97 academic year. The sampling was done in three steps. using simple random sampling, 10 subjects were selected for each group. Based on this, 3 experimental groups of boys with a control group and 3 experimental groups of girls with a control group were formed. Findings: The results indicated that, there is a significant difference between the experimental and control groups regarding (p<0/001) the career well-being. The difference between the grades of the eight groups indicated that the interventions based on the career counseling based on Holland`s theory, social cognitive, and solution-focused on necessity objective square tests occupational autonomy professional growth positive organizational relationships. Conclusion: The counseling method of social cognitive career and circuit - oriented solution is more effective in counseling with students.
Dr Razie Amini, Dr Ahmad Sadeghi, Dr Paisa Nilforooshan,
Volume 24, Issue 93 (3-2025)
Abstract
Aim: This study aimed to investigate the effect of intervention based on social cognitive model of career self-management on intention and identity of academic entrepreneurship in isfahan university postgraduate students. Method: This was a quasi-experimental with pretest-posttest with control group and Random assignment. The study population consisted of all the isfahan university postgraduate students between 2022 and 2023. Thirty volunteer were selected with convenience sampling and divided randomly into experimental and control groups (fifty persons). Participants completed academic entrepreneurial intentions scale (Goethner et al, 2012) and entrepreneur identification of academic’s scale (Guo et a, 2019). The experimental group received intervention based on social cognitive model of career self-management in ten sessions and 90 minutes for each session. The data were analyzed by multivariate analysis of covariance. Findings: The results showed this intervention increased the postgraduate students’ academic entrepreneurship identity and intention (p(01/0 > . Conclusion: So intervention based on social cognitive model of career self-management increase student’s intention in academic entrepreneurship pathway and help them to building and developing the academic entrepreneurship identity and do these through increased the process and coping self-efficacy, adaptive career behaviors, career designing and exploration activity, facilitation the contextual and environmental effects.
