The gendered nature of career related learning experiences: A social cognitive career theory perspective [An article from: Journal of Vocational Behavior]

This digital document is a journal article from Journal of Vocational Behavior, published by Elsevier in 2006. The article is delivered in HTML format and is available in your Amazon.com Media Library immediately after purchase. You can view it with any web browser.

Description:
The learning experiences questionnaire (LEQ; Schaub & Tokar, 2005) was used to examine learning experiences as they relate to SCCT (Lent, Brown, & Hackett, 1994) across the Holland (1997) RIASEC typology. In particular, differences in men's and women's career related learning experiences were examined. A sample of 319 undergraduates at a public Midwestern university completed an online survey. Gender differences were observed in reported levels of some learning experiences; similar to prior findings for self-efficacy and interests, women reported more learning experiences in the Social domain, and men reported more experiences in the Realistic and Investigative domains. Results also supported that more reported learning experiences in a given domain relate to higher self-efficacy and outcome expectations in that domain.