Robert W. Lent

Bio: Robert W. Lent is an academic researcher from University of Maryland, College Park. The author has contributed to research in topics: Social cognitive theory & Social cognition. The author has an hindex of 68, co-authored 161 publications receiving 29576 citations. Previous affiliations of Robert W. Lent include Ohio State University & University of Minnesota.

Contextual supports and barriers to career choice: A social cognitive analysis.

Abstract: Summary The foregoing review of the career barriers literaturepresents a mixed picture. On the one hand, students andworkers do perceive barriers to their career progress; but onthe other hand, barrier ratings are often found to besomewhat modest in size and have not been shown to beconsistently related to important career outcome or processvariables in the mostly student samples in which they havebeen studied. This is not to say that barriers are notconsequential for many Individuals. Indeed, they are likelyto be especially salient for those who have been victimizedby various forms of oppression. However, several concep-tual and methodological issues—such as the manner inwhich barriers have been defined, failure to consider thecontext and temporal specificity of barriers, noncorrespon-dence between barriers and outcome criteria (in terms ofcontent and developmental task), infrequent attention tomediating and moderating variables, understudy of nonstu-dent samples, and use of designs that do not explorepotential causal effects of barriers—may have partly ob-scured the impact of perceived barriers and the mechanismsthrough which they affect career behavior.Despite these considerations, recent career barriers re-search has constructed an important conceptual and method-ological foundation for further inquiry, and the program-matic research of Swanson, McWhirter, and Luzzo and theircolleagues has been particularly pivotal. In the remainder ofthis article, we attempt to build on this foundation, offering amodest set of suggestions for future research on careerbarriers and their conceptual partner, career supports. Thesesuggestions are premised on the need to clarify or elaboratecertain aspects of SCCT having relevance for the conceptu-alization and assessment of contextual variables.

Handbook of counseling psychology

Abstract: PROFESSIONAL AND SCIENTIFIC ISSUES. The Maturation of Counseling Psychology: Multifaceted Perspectives, 1978-1998 (P. Heppner, et al.). Ethical Issues in Counseling Psychology: Old Themes--New Problems (K. Kitchener & S. Anderson). Psychotherapy Supervision and Training (R. Goodyear & C. Guzzardo). Scientific Training and Scholarly Productivity: The Person, the Training Environment, and Their Interaction (C. Gelso & R. Lent). Advances in Psychometric Theory and Methods (D. Bolt & J. Rounds). Issues in the Analysis and Interpretation of Quantitative Data: Deinstitutionalization of the Null Hypothesis Test (T. Tracey). Qualitative Research in Counseling Psychology (S. Morrow & M. Smith). CAREER, EDUCATIONAL, AND PSYCHOLOGICAL DEVELOPMENT. Advances in Vocational Psychology Theory and Research (J. Swanson & P. Gore). The Development of Academic Achievement in School Aged Children: Precursors to Career Development (C. Arbona). Advances in Theory and Research on Subjective Well-Being (S. Robbins & W. Kliewer). Gender and Sexuality in Human Development: Implications for Prevention and Advocacy in Counseling Psychology (R. Fassinger). Role of Race and Social Class in Development: Implications for Counseling Psychology (N. Fouad & M. Brown). PREVENTIVE AND DEVELOPMENTAL INTERVENTIONS. Preventive Interventions with School-Age Youth (E. Vera & L. Reese). The School-to-Work Transition: Adjustment Challenges of the Forgotten Half (D. Blustein, et al.). Prevention and Development in the Workplace (B. Hesketh). Counseling Older Adults: Theoretical and Empirical Issues in Prevention and Intervention (R. Hill, et al.). Health Promotion and Disease Prevention: A Concentric Biopsychosocial Model of Health Status (M. Hoffman & J. Driscoll). COUNSELING INTERVENTIONS. Advances in Theories of Change and Counseling (S. Warwar & L. Greenberg). Gender Issues in Counseling (C. Enns). Models of Multicultural Counseling (J. Ponterotto, et al.). The Process of Individual Therapy (C. Hill & E. Williams). Outcomes of Individual Counseling and Psychotherapy: Empirical Evidence Addressing Two Fundamental Questions (B. Wampold). Four (or Five) Sessions and a Cloud of Dust: Old Assumptions and New Observations about Career Counseling (S. Brown & N. Krane). Process, Outcome, and Methodology in Group Counseling Research (D. Kivlighan, et al.). Processes and Outcomes in Couples and Family Therapy (M. Friedlander & Ma. Tuason). Indexes.

Relation of self-efficacy expectations to academic achievement and persistence.

Abstract: This study examined the relation of self-efficacy beliefs to subjects' persistence and success in pursuing science and engineering college majors. Subjects were 42 students who participated in a 10-week career-planning course on science and engineering fields. They completed several measures of self-efficacy , involving their perceived ability to fulfill the educational requirements and job duties of a variety of technical/sci entific occupations. Findings indicated that subjects reporting high self-efficacy for educational requirements generally achieved higher grades and persisted longer in technical/scientific majors over the following year than those with low self-efficacy. Self-efficacy was also moderately correlated with objective predictors of academic aptitude and achievement. Implications for the further extension of self-efficacy theory to educational and vocational behavior are discussed. Bandura (1977, 1982) has recently proposed a theoretical framework to explain and predict behavior change. Essentially, he has suggested that behavior changes achieved by diverse methods are mediated by a common cognitive mechanism. Self-efficacy expectations, meaning beliefs about one's ability to successfully perform a given task or behavior, are hypothesized to determine whether coping behavior will be initiated, how much effort will be expended, and how long effort will be sustained in the face of obstacles and aversive experiences. Thus far, perceived self-efficacy has been studied in relation to a variety of clinical problems such as snake phobias (Bandura & Adams, 1977), social skills (Moe & Zeiss, 1982), and smoking cessation maintenance (DiClemente, 1981). Results have generally suggested that persons' efficacy expectations are useful in predicting behavior change independently of the different treatment approaches used. Recently, Hackett and Betz (1981) have extended self-efficacy theory to vocational behavior, hypothesizing that ex

Using Multivariate Statistics

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Social cognitive theory: An agentic perspective

Abstract: The capacity to exercise control over the nature and quality of one's life is the essence of humanness. Human agency is characterized by a number of core features that operate through phenomenal and functional consciousness. These include the temporal extension of agency through intentionality and forethought, self-regulation by self-reactive influence, and self-reflectiveness about one's capabilities, quality of functioning, and the meaning and purpose of one's life pursuits. Personal agency operates within a broad network of sociostructural influences. In these agentic transactions, people are producers as well as products of social systems. Social cognitive theory distinguishes among three modes of agency: direct personal agency, proxy agency that relies on others to act on one's behest to secure desired outcomes, and collective agency exercised through socially coordinative and interdependent effort. Growing transnational embeddedness and interdependence are placing a premium on collective efficacy to exercise control over personal destinies and national life.

Efficacy of the Theory of Planned Behaviour: a meta-analytic review.

Abstract: The Theory of Planned Behaviour (TPB) has received considerable attention in the literature. The present study is a quantitative integration and review of that research. From a database of 185 independent studies published up to the end of 1997, the TPB accounted for 27% and 39% of the variance in behaviour and intention, respectively. The perceived behavioural control (PBC) construct accounted for significant amounts of variance in intention and behaviour, independent of theory of reasoned action variables. When behaviour measures were self-reports, the TPB accounted for 11% more of the variance in behaviour than when behaviour measures were objective or observed (R2s = .31 and .21, respectively). Attitude, subjective norm and PBC account for significantly more of the variance in individuals' desires than intentions or self-predictions, but intentions and self-predictions were better predictors of behaviour. The subjective norm construct is generally found to be a weak predictor of intentions. This is partly attributable to a combination of poor measurement and the need for expansion of the normative component. The discussion focuses on ways in which current TPB research can be taken forward in the light of the present review.

Teachers’ Beliefs and Educational Research: Cleaning Up a Messy Construct:

Abstract: Attention to the beliefs of teachers and teacher candidates should be a focus of educational research and can inform educational practice in ways that prevailing research agendas have not and cannot. The difficulty in studying teachers’ beliefs has been caused by definitional problems, poor conceptualizations, and differing understandings of beliefs and belief structures. This article examines the meaning prominent researchers give to beliefs and how this meaning differs from that of knowledge, provides a definition of belief consistent with the best work in this area, explores the nature of belief structures as outlined by key researchers, and offers a synthesis of findings about the nature of beliefs. The article argues that teachers’ beliefs can and should become an important focus of educational inquiry but that this will require clear conceptualizations, careful examination of key assumptions, consistent understandings and adherence to precise meanings, and proper assessment and investigation of spec...

Perceived Self-Efficacy in Cognitive Development and Functioning

Abstract: In this article, I review the diverse ways in which perceived self-efficacy contributes to cognitive development and functioning. Perceived self-efficacy exerts its influence through four major processes. They include cognitive, motivational, affective, and selection processes. There are three different levels at which perceived self-efficacy operates as an important contributor to academic development. Students' beliefs in their efficacy to regulate their own learning and to master academic activities determine their aspirations, level of motivation, and academic accomplishments. Teachers' beliefs in their personal efficacy to motivate and promote learning affect the types of learning environments they create and the level of academic progress their students achieve. Faculties' beliefs in their collective instructional efficacy contribute significantly to their schools' level of academic achievement. Student body characteristics influence school-level achievement more strongly by altering faculties' beli...