Identity management processes, contextual supports and barriers, and substance use among sexual minority workers: A social cognitive lens.

Sexual minority people report substance use at higher rates than their heterosexual peers. Workplace sexual identity management, defined as the process by which sexual minority persons disclose or conceal their identities at work, may exacerbate substance use under stressful conditions, such as when faced with incivility. However, there is a paucity of research on the relation of the work environment to sexual minority workers' substance use.

Self-assertive efficacy and workplace advocacy behavior: A social cognitive analysis.

One important way in which people assert their agency in the workplace is by engaging in self-advocacy. We used the social cognitive model of career self-management (CSM; Lent & Brown, 2013) to examine hypothesized predictors and outcomes of workers' engagement in self-advocacy. Participants were 511 full-time employees who completed an online survey of self-assertive efficacy involving advocacy behavior, proactive personality, perceived organizational support, self-advocacy behaviors (voice, career initiative, job change negotiation), and three career success criteria (career satisfaction, organizational rewards growth, and hierarchical status at work).

Applying social cognitive career theory to the study abroad choice process.

Studying abroad during college is an educational choice that has significant implications for students' career, academic, and personal development. This study adapted the social cognitive models of career choice (Lent et al., 1994) and self-management (Lent & Brown, 2013) to examine predictors of study abroad interest and choice intentions.

Career decision-making in unemployed Portuguese adults: Test of the social cognitive model of career self-management.

Most research applications of the social cognitive model of career self-management (CSM; Lent & Brown, 2013) to career exploration and decision-making have involved U.S. college students.

Retiring or rewiring? Test of a social cognitive model of retirement planning.

Using the social cognitive model of career self-management (CSM; Lent & Brown, 2013), we examined theory-based predictors of retirement planning goals, decisional anxiety, and level of decidedness. Participants were 525 older workers in the United States and Canada. We first examined the psychometric properties of new or revised social cognitive measures linked to retirement planning with part of the sample ( = 200) and then tested the stability of the factor structure with the remainder of the sample ( = 325).

Meta-analytic path analysis of the social cognitive well-being model: Applicability across life domain, gender, race/ethnicity, and nationality.

The social-cognitive well-being model (SCWB; Lent, 2004) was designed to explain subjective well-being and other aspects of positive functioning within particular life domains. It has received a substantial amount of inquiry, especially in the context of academic and work satisfaction, in student and adult samples in the United States and other countries (Lent & Brown, 2006a, 2008). We present a meta-analysis synthesizing the empirical findings of 100 studies (154 samples) on the SCWB model that appeared between 2004 and 2017.

Viewing the Career Indecision Profile within a theoretical context: Application of the social cognitive career self-management model.

The Career Indecision Profile (CIP; Brown et al., 2012) is an empirically derived measure tapping common sources of career indecision: interpersonal conflict, neuroticism/negative affect, lack of readiness, and choice/commitment anxiety. We adapted the social cognitive model of career self-management (Lent & Brown, 2013) to provide a theoretical structure for these sources of indecision, focusing on how they interrelate and jointly predict career decision progress.

Heterosexist harassment and social cognitive variables as predictors of sexual minority college students' academic satisfaction and persistence intentions.

This study examined social-cognitive and cultural predictors of academic satisfaction in a sample of 731 sexual minority college students. In addition to predictors drawn from the social-cognitive model of domain satisfaction (Lent, 2004), we included heterosexist harassment (perceived animosity toward nonheterosexuality) as a culture-specific predictor, with the potential to predict sexual minority students' academic satisfaction and desire to remain at their current college campuses. The findings indicated that the model fit the data well and accounted for substantial amounts of the variance in academic satisfaction and persistence intentions.

Social-cognitive predictors of career exploration and decision-making: Longitudinal test of the career self-management model.

We tested the social-cognitive model of career self-management (Lent & Brown, 2013) using a longitudinal design. Participants were 420 college students who completed measures of career exploration and decision-making self-efficacy, outcome expectations, social support, goals, and actions, along with trait conscientiousness, at 2 time points roughly 4 months apart, near the beginning and middle of an academic year. They also reported their level of career decidedness and decisional anxiety at both of these time points as well as near the end of the academic year (about 3 months after the 2nd assessment).

The working alliance, beliefs about the supervisor, and counseling self-efficacy: Applying the relational efficacy model to counselor supervision.

There is need for closer examination of how counselors' efficacy beliefs develop and function within actual counseling or supervisory relationships. We adapted Lent and Lopez's (2002) model of relational efficacy beliefs to the context of counseling supervision, examining possible linkages of counselors' self-efficacy to beliefs about how their supervisor perceives their (counselors') efficacy (termed relation-inferred self-efficacy [RISE]), beliefs about the supervisor's efficacy (other-efficacy), and perceptions of the supervisory working alliance. Two hundred forty graduate student counselors completed the relational efficacy belief measures in relation to a particularly challenging client on their caseloads.

Predictors of science, technology, engineering, and mathematics choice options: A meta-analytic path analysis of the social-cognitive choice model by gender and race/ethnicity.

We tested the interest and choice portion of social-cognitive career theory (SCCT; Lent, Brown, & Hackett, 1994) in the context of science, technology, engineering, and mathematics (STEM) domains. Data from 143 studies (including 196 independent samples) conducted over a 30-year period (1983 through 2013) were subjected to meta-analytic path analyses. The interest/choice model was found to fit the data well over all samples as well as within samples composed primarily of women and men and racial/ethnic minority and majority persons.

The roles of family, culture, and social cognitive variables in the career interests and goals of Asian American college students.

Although family and cultural factors have been assumed to play important roles in the career development of Asian Americans, theory-driven research on this topic remains limited. We examined culturally relevant factors that may contribute to Asian Americans' consideration of fields in which they are overrepresented (e.g.

Test of a social cognitive model of well-being among breast cancer survivors.

Given the potentially long-standing emotional impact of breast cancer, theoretical models are needed to identify critical resources and coping strategies that optimize survivors' long-term adjustment. This study tested a model of well-being recovery with breast cancer survivors at 4 years post-treatment. Structural equation modeling was used to examine relationships between affect, loneliness, self-compassion, self-efficacy for coping with cancer, well-being, and life satisfaction.

Prediction of job search intentions and behaviors: Testing the social cognitive model of career self-management.

We present 2 studies testing the recently developed social-cognitive model of career self-management (Lent & Brown, 2013) in the context of the job search process. In the first study, a sample of 243 unemployed job seekers completed measures of job search self-efficacy, outcome expectations, social support, search intentions, conscientiousness, and perceived control (or volition) over the outcomes of the job search. The latter variable was added to the social-cognitive model to examine the possibility, derived from the psychology of working perspective, that perceived volition might moderate the relation of self-efficacy to job search intentions.

Vocational Psychology: Agency, Equity, and Well-Being.

The present review organizes the vocational psychology literature published between 2007 and 2014 into three overarching themes: Promoting (a) agency in career development, (b) equity in the work force, and (c) well-being in work and educational settings. Research on career adaptability, self-efficacy beliefs, and work volition is reviewed in the agency section, with the goal of delineating variables that promote or constrain the exercise of personal agency in academic and occupational pursuits. The equity theme covers research on social class and race/ethnicity in career development; entry and retention of women and people of color in science, technology, engineering, and math (STEM) fields; and the career service needs of survivors of domestic violence and of criminal offenders.

The advisory working alliance and research training: test of a relational efficacy model.

Relatively little research attention has been devoted to understanding the mechanisms through which the advising relationship functions as a medium for fostering doctoral students' development as researchers. Adapting Lent and Lopez's (2002) model of relational efficacy, we examined three types of efficacy beliefs (self-efficacy, other-efficacy, and relation-inferred self-efficacy) in relation to the advisory working alliance and the prediction of doctoral students' research interest and productivity. Gelso's (1993) concept of the research training environment was also included in model testing to capture a view of the advisory relationship as existing within a larger program training context.

Social cognitive model of career self-management: toward a unifying view of adaptive career behavior across the life span.

Social cognitive career theory (SCCT) currently consists of 4 overlapping, segmental models aimed at understanding educational and occupational interest development, choice-making, performance and persistence, and satisfaction/well-being. To this point, the theory has emphasized content aspects of career behavior, for instance, prediction of the types of activities, school subjects, or career fields that form the basis for people's educational/vocational interests and choice paths. However, SCCT may also lend itself to study of many process aspects of career behavior, including such issues as how people manage normative tasks and cope with the myriad challenges involved in career preparation, entry, adjustment, and change, regardless of the specific educational and occupational fields they inhabit.

Multicultural counseling self-efficacy scale-racial diversity form: factor structure and test of a social cognitive model.

This study was conducted to gather evidence on the factor structure and concurrent criterion validity of the multicultural counseling self-efficacy scale-racial diversity form (MCSE-RD; Sheu & Lent, 2007). The MCSE-RD was designed to assess therapists' perceived capabilities in performing culturally relevant in-session behaviors in cross-racial counseling. Participants were 209 students in counseling-related graduate programs in the USA.

The self-efficacy-interest relationship and RIASEC type: Which is figure and which is ground? Comment on Armstrong and Vogel (2009).

Armstrong and Vogel (2009) proposed that the differences between self-efficacy and interests are a matter of measurement artifact rather than substance. In tests of this hypothesis, they conceived of self-efficacy and interest as observed indicators of larger RIASEC (Realistic, Investigative, Artistic, Social, Enterprising, and Conventional) types and as response method factors. We revisit the authors' theoretical assumptions, measurement procedures, analyses, and interpretation of findings.

Perceived sources of change in trainees' self-efficacy beliefs.

Thought-listing procedures were used to examine the perceived incidence, size, direction, and bases of change in the session-level self-efficacy of therapists in training. Ninety-eight Master's-level trainees completed a cognitive assessment task immediately after each session with a client in their first practicum. Participants typically reported modest-sized, positive changes in their therapeutic self-efficacy at each session.

Development and initial validation of the Multicultural Counseling Self-Efficacy Scale--Racial Diversity Form.

Drawing upon social-cognitive theory and the multicultural counseling competency literature, the Multicultural Counseling Self-Efficacy Scale-Racial Diversity Form (MCSE-RD) was developed to assess perceived ability to counsel racially diverse clients. Data were collected from 181 graduate students in counseling-related programs, 41 undergraduate psychology students, and 22 graduate students enrolled in a prepracticum course. Results of an exploratory factor analysis retained 37 items and identified three underlying factors: Multicultural Intervention, Multicultural Assessment, and Multicultural Session Management.

A narrative and meta-analytic review of helping skills training: Time to revive a dormant area of inquiry.

The authors review previous narrative and meta-analytic reviews on the effectiveness of overall helping skills training programs. The authors then review narrative reviews and conduct a new meta-analysis of specific methods used to teach helping skills within these programs. Our meta-analysis found that, in the aggregate, training methods substantially outperformed no training conditions, and that effect sizes did not vary as a function of trainee educational level (graduate vs.