Examining the impact of cognitive-oriented self-efficacy on affecting action-oriented self-efficacy of career development of SEN students in Hong Kong

Examining the impact of cognitive-oriented self-efficacy on affecting action-oriented self-efficacy of career development of SEN students in Hong Kong

• Gao, Fengzhan The Education University of Hong Kong
• Yang, Lan The Education University of Hong Kong
• Sin, Kuen Fung Kenneth The Education University of Hong Kong

The International Conference on Learning and Teaching 2020 (ICLT2020) (2020: Hong Kong)

• E Special Education
• N Students & Student Services
  • NJ Career Counselling & Placement

• Hong Kong

• 1997.7 onwards

• Secondary Education

While the short form of career development self-efficacy inventory (SF-CDSEI) has been validated in students with and without special educational needs, the relationships between the five subscales (i.e., Career goal setting, Career planning, vocational training selection, Job hunting preparation and Job hunting) have not yet been adequately explored to inform more effective practices (e.g., intervention development). Based on the Social cognitive career theory (SCCT), this study examined their relationships based on two SCCT-supported models with a new sample of secondary students with SEN(n=218). In model 1, student self-efficacy of career planning (CP) and career goal setting (CGS) were two cognitive-oriented predictors of a general action-oriented self-efficacy factor consisting of job-hunting preparation (JHP), vocational training selection (VTS) and job-hunting behavior (JHB). In model 2, JHP and VTS formed a general factor of job-hunting preparation (G-JHP), while JHB was separated. The results of model 1 showed 95% variance of action-oriented CDSEI could be explained by cognitive-oriented self-efficacy of CP and CGS with CGS was a stronger predictor (β=.60 vs. β=.43). Comparatively, model 2 showed that 90% variance of G-JHP and 87% JHB could be explained by career planning and career goal setting. But as compared to CGS(β=.42), CP (β=.57) was a stronger predictor of JHB. For G-JHP, CGS was a stronger predictor (β=.68) as compared to CP (β=.32). The results are discussed in relation to the SCCT to develop intervention programs for addressing the needs of SEN students in terms of CDSEI. Copyright © 2020 International Conference on Learning and Teaching.

Paper presented at The International Conference on Learning and Teaching 2020 (ICLT2020), Hong Kong, China.

• English

Conference Papers

https://bibliography.lib.eduhk.hk/bibs/458438ac

2022-01-05