Influential Factors in Academic and Career Self-Efficacy: Attachment, Supports, and Career Barriers

Authors

  • Stephen L. Wright,

    Corresponding author
    1. Department of Counseling Psychology, University of Northern Colorado, Greeley
    • Correspondence concerning this article should be addressed to Stephen L. Wright, Department of Counseling Psychology, University of Northern Colorado, 501 20th Street, 248 McKee Building, Box 131, Greeley, CO 80639 (e-mail: stephen.wright@unco.edu).

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  • Kristin M. Perrone-McGovern,

    1. Department of Counseling Psychology and Guidance Services, Ball State University.
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  • Jenelle N. Boo,

    1. Counseling and Student Development Center, James Madison University.
    2. Now at The Richard L. Roudebush VA Medical Center, Indianapolis, Indiana.
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  • Aarika Vannatter White

    1. Department of Counseling Psychology and Guidance Services, Ball State University.
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Abstract

The integration of attachment theory with social cognitive career theory provided a clear and comprehensive theoretical framework for this study. Results from structural equation modeling indicated that perceived support and career barriers mediated the relationship between attachment and efficacy in students (N = 486). Participants who were more securely attached perceived greater social supports and fewer career barriers and had higher efficacy in both academic and career domains. Theoretical, practice, and research implications are discussed.

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