Career Self-Efficacy of School and University Students: A Systematic Review of Individual and Contextual Antecedents (1995–2025)
DOI:
https://doi.org/10.31489/2025ec4/1204Keywords:
Career self-efficacy, Secondary Education, Career decision-making, Social Cognitive Career Theory, Higher EducationAbstract
Студенты университета. Опираясь на социально-когнитивную теорию карьеры (SCCT), обзор фокусируется на том, как индивидуальные характеристики и контекстуальные условия совместно формируют убеждения студентов в их способности изучать варианты, принимать решения и следовать предпочтительным карьерным путям. Поиск в базах данных Scopus, Web of Science, Emerald и EBSCO, проведенный с использованием методики PRISMA, выявил 48 эмпирических исследований, опубликованных в период с 1995 по 2025 год, которые изучали самоэффективность в карьере или тесно связанные с ней конструкты среди учащихся средних и высших учебных заведений. Данные были извлечены с использованием структурированного шаблона кодирования и синтезированы тематически. Результаты показывают, что индивидуальные предпосылки включают как относительно стабильные черты (например, любознательность, настойчивость,
открытость опыту, эмоциональная стабильность), так и податливые психологические ресурсы (например, эмоциональная регуляция, самооценка, адаптивность к карьере, воспринимаемое соответствие личности и окружающей среды). Контекстуальные предпосылки включают социальную поддержку со стороны родителей, учителей, консультантов и сверстников; структурированные карьерные мероприятия, такие как курсы, семинары и программы практического обучения; а также более широкие социально-демографические и структурные факторы, связанные с социальным классом, полом, этнической принадлежностью и миграционным прошлым. В различных исследованиях самоэффективность в карьере распределена неравномерно, отражая более широкие модели возможностей и ограничений. Обзор подкрепляет и уточняет теорию социально-когнитивной теории, демонстрируя, что контекстуальная поддержка и барьеры действуют как непосредственные детерминанты самоэффективности наряду с индивидуальными ресурсами, и подчеркивая психологические ресурсы как механизмы, связывающие структуру и субъектность. В нем выявляются основные пробелы в литературе, включая ограниченное количество лонгитюдных и междисциплинарных исследований, узкий географический охват и краткосрочные оценки вмешательств. В заключение статьи излагаются последствия для теории и практики и содержится призыв к многоуровневым стратегиям, которые сочетают в себе поддержку, ориентированную на отдельного человека, с усилиями по устранению структурного неравенства в образовании и профориентации.
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