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Social Cognitive Career Theory (SCCT; Lent, Brown, and Hackett 1994, 1996) proposes that career interests, goals, and choices are related to self-efficacy beliefs and outcome expectations. It suggests that peopleʼs self-efficacy beliefs and outcome expectations with regard to self-employment would predict their goals to become selfemployed. This study explores the ability of SCCT to predict goals for self-employment in a sample of 115 undergraduate business students. Results indicated that students with higher entrepreneurial self-efficacy and higher self-employment outcome expectations had higher intentions to become self-employed. These findings imply that educators and policy-makers may boost student entrepreneurial intentions by (1) enhancing studentsʼ confidence to succeed in an entrepreneurial career and (2) enhancing studentsʼ expectations of strong positive outcomes resulting from an entrepreneurial career

This study aims to explore how and when negative workplace gossip damages hospitality employees’ career growth, based on social information processing (SIP) and social cognitive career theories.

The authors gathered data from 379 individuals working in Guangzhou’s hospitality industry with a multi-wave survey.

This research found that negative workplace gossip harms career growth by damaging one’s personal reputation, and concern for reputation plays a moderating role. In particular, employees displaying greater concern for reputation are more inclined to perceive a diminished personal reputation when exposed to negative workplace gossip, resulting in more negative assessments of their career growth prospects in their organization.

This study has some practical implications. It highlights the need to mitigate negative workplace gossip by fostering a harmonious work environment, implementing reputation-focused training programs and providing support to employees who are particularly concerned about their personal reputations.

This research contributes to the knowledge by empirically revealing the career consequences of negative workplace gossip, incorporating personal reputation and concern for reputation in the theoretical model and advancing research in the vocational and gossip domains. It also enriches SIP and social cognitive career theories while focusing on the hospitality industry.

The purpose of this study is to utilize social cognitive theory to investigate how social comparison orientations, individual cognitive, and environmental factors influence females' decisions to pursue self-employment in the United Arab Emirates In doing so, the authors explore how the entrepreneurial self-efficacy of Emirati women also influences individuals towards entrepreneurship.

Using a survey instrument administered in both English and Arabic, data were collected from one hundred and three (103) employed Emirati women and eighty-four (84) self-employed Emirati women who were taking part in workshops conducted by the Dubai Chamber of Commerce.

The results from the study suggest that the social environment is a contributing factor toward self-employment, with higher levels of social comparison orientation increasing the likelihood of Emirati women being self-employed. Consistent with prior research, the authors also find that internal cognitive factors also play a significant role, with Emirati women possessing higher levels of entrepreneurial self-efficacy and having a higher likelihood of being self-employed.

This is one of the few studies aimed at exploring the role of social comparison orientation as a factor in motivating females towards entrepreneurship in the Middle East and North African (MENA) region.

This chapter applies three of the most prominent theories in vocational and career psychology to further illuminate the turnover process. Prevailing theories about attrition have rarely integrated explanatory constructs from vocational research, though career (and job) choices clearly have implications for employee affect and loyalty to a chosen job in a career field. Despite remarkable inroads by new perspectives for explaining turnover, career, and vocational formulations can nonetheless enrich these – and conventional – formulations about why incumbents stay or leave their jobs. To illustrate, vocational theories can help clarify why certain shocks (critical events precipitating thoughts of leaving) drive attrition and what embeds incumbents. In particular, this chapter reviews Super's life-span career theory, Holland's career model, and social cognitive career theory and describes how they can fill in theoretical gaps in the understanding of organizational withdrawal.

Entrepreneurial intention plays a major role in entrepreneurship academia and practice. However, little is known about the intentions of entrepreneurs in the social area of venture creation. This paper aims to formulate a well-organized model of social entrepreneurial intention.

The paper draws on intention models in entrepreneurship literature in general and social entrepreneurship in particular to identify gaps. Based on these findings, a new conceptual model is formulated.

There is no research to be found which uses the social cognitive career theory (SCCT) to explain about an individual’s intention to become a social entrepreneur, although this theory is recently suggested as an inclusive framework for entrepreneurial intention (Doan Winkel et al., 2011). It is also supportive by the empirical research of Segal et al. (2002). Therefore, a conceptual model of entrepreneurial intention in the field of social entrepreneurship is formulated based on adapting and extending the SCCT.

The paper contributes to the social entrepreneurship literature by providing new insights about social entrepreneurial intention. The result has important implications for theory and practice. In theory, it is the first model offering the SCCT as the background of formation for social entrepreneurial intention, with a distinct perspective of social entrepreneurship as a career. It raises a future direction for researchers to test this model. In practice, this framework provides a broad view of factors that could contribute to the success of the would-be a social entrepreneur.

This study aims to answer two questions: do self-efficacy and outcome expectations serial mediate the effect of entrepreneurial education (EE) on the intention to start a business? and how can the social cognitive career theory explain entrepreneurial intention (EI)?

This study is based on the social cognitive career theory to examine the effect of EE on start-up intention via self-efficacy and outcome expectations by a serial mediation model. A sample of 1,232 students in Vietnam and the structural equal modelling method was used to test the hypotheses.

The results of this study reveal that entrepreneurial self-efficacy (ESE) significantly mediates the effect of EE on the intention to start a business. Similarly, entrepreneurial outcome expectations (EOEs) mediate the association between EE and EI. Especially, the results of serial mediation analysis show that ESE and EOEs serially mediate the EE–intention relationship.

Under a new perspective of social cognitive career theory, the current study is expected to contribute to clarifying the gap in the relationship between EE and EI. In addition, this study also contributes to investigating the antecedents of ESE and outcome expectations and providing empirical evidence supporting the relevance of social cognitive career theory in explaining EI.

Based on a theoretical framework grounded in the social-cognitive theory and its derivative the social-cognitive career theory, the main purpose of this paper is to examine the role of entrepreneurial exposure in moderating the relationship between self-efficacy and entrepreneurial intention in the presence of different levels of outcome expectations.

Using a sample of 643 secondary students from Colombia, the authors tested the validity and reliability of scales used to measure the main constructs of the socio-cognitive career theory and used the construct of entrepreneurial exposure to examine contingent hypotheses using a four-step linear regression analysis.

The study results suggest that although the main social-cognitive career variables (self-efficacy and outcome expectation) and entrepreneurial exposure directly influence the formation of entrepreneurial intention and thus support previous findings, the authors also discover a new configuration of (interacting) antecedents. While on the one hand, even a low level of entrepreneurial exposure leads to a significant increase in the entrepreneurial intention of secondary students with high outcome expectation and high self-efficacy; on the other hand, high entrepreneurial exposure leads to a decrease in entrepreneurial intention among students with high entrepreneurial expectation and high self-efficacy.

The main implication of the study findings is although entrepreneurial exposure is beneficial for fostering entrepreneurial intention among secondary students, a high level of entrepreneurial exposure can have a detrimental effect especially among those with high self-efficacy and outcome expectations.

The paper suggests implications and suggestions for educators to foster the development of entrepreneurial intentions among students.

This study provides empirical evidence on the formation of entrepreneurial intention in a new setting. In addition, it improves one’s understanding of the main tenets of social-cognitive career theory by taking into account an important environment factor that can have a contrasting impact on the formation on entrepreneurial intention among adolescents.

This study aims to investigate socioeconomic diversity in the hospitality industry by examining the relationship between social class background, family expectations and career outcomes of Generation Z employees. The relationship was further tested by investigating job titles and perceived prestige.

Two studies were developed to test the research questions – first, the social prestige of hospitality jobs compared to other industries with similar skill sets. Second, a between-subjects experimental design was used to examine the moderating effect of job title on the relationship between social class background, family expectations and career decisions.

The findings of the first study confirm the negative perceptions of the hospitality industry. Study 2 demonstrated a negative relationship between social class background and intentions to choose hospitality through family expectations among Generation Z. The negative effect was attenuated when a manager position was offered. However, college students majoring in hospitality reported positive intentions to accept a job in the hospitality industry for both frontline and managerial positions.

The findings emphasize the importance of extending organizational diversity beyond traditional demographics like race, gender and age by examining socioeconomic factors that influence career decisions among Generation Z employees. By considering social class background as a dimension of organizational diversity, the hospitality industry can cultivate a more inclusive culture and enhance recruitment and attraction efforts.

Examining the relationship between social class background and career decisions through the lens of social cognitive career theory provides insight into the social cognitive process of career development among Generation Z. The unique contribution of this study extends beyond observable dimensions of diversity to challenge the socioeconomic composition of the hospitality industry.

There exist a number of approaches that attempt to explain the occupational choices of youth from different perspectives. The social cognitive theory and the self-efficacy approach, to name the most influential, emphasize the centrality of cognitive abilities of individuals in making a career choice, and look at professional orientation primarily through the lenses of micro factors. This chapter extends existing approaches by accentuating the importance of cultural traditions and stereotypes for occupational choices.

This chapter uses official statistical data ranging from the rise of the USSR to the present day. These have been collected by the Federal State Statistics Service (Rosstat) and were partly retrieved from archives.

After a review of extant theoretical frames pertinent to career choices, this chapter suggests a theory of occupational choices through the lenses of gender, thus deploying Sandra L. Bem’s (1973, 1981) framework on gender schema. Proposing a theoretical model that links micro and macro factors, the chapter then demonstrates how the approach functions in the Russian post-socialist context.

The novelty consists of incorporation of sociocultural aspects of occupational choices, thus allowing a scope for comparative research. Additionally, the proposed model of gendered career choices can be employed for explaining differences within sexes. Besides, the model argues that not primarily intelligence but often external factors shape career choices.

This study aims to investigate the effects of several individual elements vis-a-vis the environment that affects students’ choice of a career. The study assesses the effects of cognitive-person factors on the career decision-making of tertiary students and analyses how chance events moderate these relationships.

The study used the survey research design to gather data from 302 final-year tertiary students from four (4) Faculties and sixteen (16) academic departments of a Technical University in Ghana. Data were collected through self-administered questionnaires and analysed using the partial least square structural equation modelling (PLS-SEM).

The study reveals that students’ self-efficacy and outcome expectations are two cognitive-person factors that positively and significantly influence students’ career choices. However, chance events of tertiary students were found not to moderate the relationship between cognitive-person factors and students’ career choices.

Understanding how several cognitive-person factors influence the career choice of students through the lens of social career-cognitive theory could enable researchers to advance knowledge in the career choice process. Counselors and guidance coordinators need to motivate and encourage career/job exploration and development by identifying sources of psychosocial support available to students.

This study identifies the cognitive person factors that drive career decisions and provides one of the initial attempts to investigate how chance events moderate students’ cognitive-person career choice relationship.