El modelo cognitivo social del desarrollo de la carrerarevisión de más de una década de investigación empírica

  1. Blanco Blanco, Angeles
Revista:
Revista de educación

ISSN: 0034-8082

Año de publicación: 2009

Título del ejemplar: La formación de profesores de Educación Secundaria

Número: 350

Páginas: 423-445

Tipo: Artículo

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Otras publicaciones en: Revista de educación

Resumen

El objetivo de este estudio es proporcionar una visión global y actualizada de la investigación empírica realizada sobre el núcleo de la teoría cognitiva social del desarrollo de la carrera (Lent, Brown y Hackett, 1994, 2000). Con ese fin se identificaron y revisaron 28 trabajos de investigación que, publicados entre los años 1995 y 2006, sometieron a evaluación el modelo de desarrollo de intereses y elecciones académico-profesionales. En primer lugar, el artículo sitúa este enfoque teórico en el contexto de la literatura sobre el desarrollo de la carrera académico-profesional y proporciona una descripción breve del modelo bajo estudio. A continuación se centra en las principales características de la investigación desarrollada en este ámbito y resume los resultados obtenidos por los estudios revisados. Tomados en conjunto, los trabajos disponibles proporcionan apoyo empírico a las hipótesis centrales de este enfoque teórico. Tales hipótesis implican a los siguientes constructos: autoeficacia, expectativas de resultado, intereses y objetivos o metas académico-profesionales. Finalmente, se sugieren líneas de trabajo futuro, tanto desde el punto de vista de la investigación teórica como aplicada en el área de la orientación académico-profesional.

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Fuente de los datos: Dialnet