Skip to main content
Log in

Career-related goal pursuit among post-high school youth: Relations between personal control beliefs and control strivings

  • Original Paper
  • Published:
Motivation and Emotion Aims and scope Submit manuscript

Abstract

The present research reveals the bi-directional relationship between career-related control beliefs and strivings, and their predictive relationship with hours of gainful employment. Three waves of data of a longitudinal study of 532 graduating high school seniors from four ethnically diverse schools in the Los Angeles Unified School District were analyzed using structural equation modeling. The results show individuals’ career-related personal control beliefs in effort and social connections, but not in ability or luck, were significantly predictive of career-related control strivings 1 year later. Thus, only personal control beliefs in causal factors that are contingent on an individual’s primary control strivings to enact effects are predictive of active motivational engagement in pursuit of career-related goals. Regarding the inverse direction of influence (i.e., strivings predict beliefs), career-related control strivings were significantly predictive of career-related personal control beliefs in ability, effort, and social connections, but not luck, 1 year later. These results support the idea that active goal engagement creates an implemental mindset that optimistically biases individuals’ beliefs in their personal control over causal factors relevant to attaining a pursued career-related goal. In addition, the results show that career-related control strivings, but not career-related personal control beliefs, are significantly positively associated with the number of hours of gainful employment worked 1-year later, supporting a beliefs-strivings-outcome sequential relationship.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Fig. 1

Similar content being viewed by others

Notes

  1. This conceptualization of personal control beliefs uses the framework introduced by Skinner et al. (1988) that differentiates between control, means-ends, and agency beliefs. “Agency” pertains to the individual, “means” refer to the methods of exercising control, and “ends” refer to the outcome toward which control is directed. The present research focuses on the agents-means-ends pathway, in that our interest lies in individuals’ perception of their capacity to control the outcome of a career-related goal pursuit.

References

  • Achtziger, A., & Gollwitzer, P. M. (2010). Motivation and volition in the course of action. In J. Heckhausen & H. Heckhausen (Eds.), Motivation and action (pp. 275–299). Cambridge: Cambridge University Press.

    Google Scholar 

  • Arbuckle, J. L. (2007). Amos 18 user’s guide. Chicago: Amos Development Corporation.

    Google Scholar 

  • Atkinson, J. W., Lens, W., & O’Malley, P. M. (1976). Motivation and ability: Interactive psychological determinants of intellective performance, educational achievement, and each other. In W. H. Sewell, R. M. Hauser, & D. L. Featherman (Eds.), Schooling and achievement in American society (pp. 29–60). New York: Academic Press.

    Google Scholar 

  • Burkholder, G. J., & Harlow, L. L. (2003). An illustration of a longitudinal cross-lagged design for larger structural equation models. Structural Equation Modeling: A Multidisciplinary Journal, 10(3), 465–486.

    Article  Google Scholar 

  • Chang, E. S., Chen, C., Greenberger, E., Dooley, D., & Heckhausen, J. (2006). What do they want in life?; The life goals of a multi-ethnic, multi-generational sample of high school seniors. Journal of Youth and Adolescence, 35, 302–313.

    Article  Google Scholar 

  • Chang, E. S., Heckhausen, J., Greenberger, E., & Chen, C. (2010). Shared agency with parents for educational goals: Ethnic differences and implications for college adjustment. Journal of Youth and Adolescence, 39, 1293–1304.

    Article  PubMed  Google Scholar 

  • Eccles, J. S. (1994). Understanding women’s educational and occupational choices: Applying the Eccles et al. model of achievement-related choices. Psychology of Women Quarterly, 18, 585–609.

    Article  Google Scholar 

  • Eccles, J. S. (2005). Subjective task value and the Eccles et al. model of achievement-related choices. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 105–121). New York: The Guilford Press.

    Google Scholar 

  • Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109–132.

    Article  PubMed  Google Scholar 

  • Gollwitzer, P. M. (2003). Why we thought that action mind-sets affect illusions of control. Psychological Inquiry, 14(3), 261–269.

    Article  Google Scholar 

  • Gollwitzer, P. M., Heckhausen, H., & Steller, B. (1990). Deliberative and implemental mind-sets: Cognitive tuning toward congruous thoughts and information. Journal of Personality and Social Psychology, 59(6), 1119–1127.

    Article  Google Scholar 

  • Gollwitzer, P. M., & Kinney, R. F. (1989). Effects of deliberative and implemental mind-sets on illusion of control. Journal of Personality and Social Psychology, 50(4), 531–542.

    Article  Google Scholar 

  • Haase, C. M., Heckhausen, J., & Köller, O. (2008). Goal engagement during the school- to-work transition: Beneficial for all, particularly girls. Journal of Research on Adolescence, 18(4), 671–698.

    Article  Google Scholar 

  • Hamilton, S. F. (1990). Apprenticeship for adulthood: Preparing youth for the future. New York: Free Press.

    Google Scholar 

  • Hamilton, S. F. (1994). Employment prospects as motivation for school achievement: Links and gaps between school and work in seven countries. In R. K. Silbereisen & E. Todt (Eds.), Adolescence in context: The interplay of family, school, peers, and work in adjustment (pp. 267–303). Cambridge, UK: Cambridge University Press.

    Google Scholar 

  • Heckhausen, H., & Gollwitzer, P. M. (1987). Thought contents and cognitive functioning in motivational versus volitional states of mind. Motivation and Emotion, 11, 101–120.

    Article  Google Scholar 

  • Heckhausen, J., & Schulz, R. (1995). A life-span theory of control. Psychological Review, 102, 284–304.

    Article  PubMed  Google Scholar 

  • Heckhausen, J., & Tomasik, M. J. (2002). Get an apprenticeship before school is out: how German adolescents adjust vocational aspirations when getting close to a developmental deadline. Journal of Vocational Behavior, 60, 199–219.

    Article  Google Scholar 

  • Heckhausen, J., Wrosch, C., & Schulz, R. (2010). A motivational theory of life-span development. Psychological Review, 117, 32–60.

    Article  PubMed  Google Scholar 

  • Jackson, S. E., Hall, N. C., Rowe, P. M., & Daniels, L. M. (2009). Getting the job: Attributional retraining and the employment interview. Journal of Applied Social Psychology, 39(4), 973–998.

    Article  Google Scholar 

  • Kracke, B. (2002). The role of personality, parents and peers in adolescents career exploration. Journal of Adolescence, 25, 19–30.

    Article  PubMed  Google Scholar 

  • Luzzo, D. A., James, T., & Luna, M. (1996). Effects of attributional retraining on the career beliefs and career exploration behavior of college students. Journal of Counseling Psychology, 43(4), 415–422.

    Article  Google Scholar 

  • Marsh, H. W., Cairns, L., Relich, J., Barnes, J., & Debus, R. L. (1984). The relationship between dimensions of self-attribution and dimensions of self-concept. Journal of Educational Psychology, 76, 3–32.

    Article  Google Scholar 

  • Marsh, H. W., Trautwein, U., Lüdtke, O., Köller, O., & Baumert, J. (2005). Academic self-concept, interest, grades, and standardized test scores: Reciprocal effects models of causal ordering. Child Development, 76(2), 397–416.

    Article  PubMed  Google Scholar 

  • Mirowsky, J., & Ross, C. E. (2007). Life course trajectories of perceived control and their relationship to education. American Journal of Sociology, 112(5), 1339–1382.

    Article  Google Scholar 

  • Mortimer, J. T., Zimmer-Gembeck, M. J., Holmes, M., & Shanahan, M. J. (2002). The process of occupational decision making: Patterns during the transition to adulthood. Journal of Vocational Behavior, 61(3), 439–465.

    Article  Google Scholar 

  • Nurmi, J. E., Salmela-Aro, K., & Koivisto, P. (2002). Goal importance and related achievement beliefs and emotions during the transition from vocational school to work: Antecedents and consequences. Journal of Vocational Behavior, 60, 241–261.

    Article  Google Scholar 

  • Russell, D. (1982). The causal dimension scale: A measure of how individuals perceive causes. Journal of Personality and Social Psychology, 42(6), 1137–1145.

    Article  Google Scholar 

  • Russell, D., & McAuley, E. (1986). Causal attributions, causal dimensions, and affective reactions to success and failure. Journal of Personality and Social Psychology, 50(6), 1174–1185.

    Article  Google Scholar 

  • Salmela-Aro, K., Aunola, K., & Nurmi, J. E. (2007). Personal goals during emerging adulthood: A 10-year follow up. Journal of Adolescent Research, 22, 690–715.

    Article  Google Scholar 

  • Schmitz, B., & Skinner, E. (1993). Perceived control, effort, and academic performance: Interindividual, intraindividual, and multivariate time-series analyses. Journal of Personality and Social Psychology, 64(6), 1010–1028.

    Article  Google Scholar 

  • Schoon, I. (2001). Teenage job aspirations and career attainment in adulthood: A 17-year follow-up study of teenagers who aspired to become scientists, health professionals, or engineers. International Journal of Behavioral Development, 25, 124–132.

    Article  Google Scholar 

  • Schoon, I. (2007). Adaptations to changing times: Agency in context. International Journal of Psychology, 42, 94–101.

    Article  Google Scholar 

  • Schoon, I., & Parsons, S. (2002). Teenage aspirations for future careers and occupational outcomes. Journal of Vocational Behavior, 60, 262–288.

    Article  Google Scholar 

  • Shanahan, M. J., Mortimer, J. T., & Krüger, H. (2002). Adolescence and adult work in the twenty-first century. Journal of Research on Adolescence, 12, 99–120.

    Article  Google Scholar 

  • Skinner, E. A. (1996). A guide to constructs of control. Journal of Personality and Social Psychology, 71(3), 549–570.

    Article  PubMed  Google Scholar 

  • Skinner, E. A., Chapman, M., & Baltes, P. B. (1988). Control, means-ends, and agency beliefs: A new conceptualization and its measurement during childhood. Journal of Personality and Social Psychology, 54, 117–133.

    Article  Google Scholar 

  • Skinner, E. A., Zimmer-Gembeck, M. J., & Connell, J. P. (1998). Individual differences and the development of perceived control. Monographs of the Society for Research in Child Development, 63, i-231.

    Article  Google Scholar 

  • Song, L. J., & Werbel, J. D. (2007). Guanxi as impetus? Career exploration in China and the United States. Career Development International, 12, 51–67.

    Article  Google Scholar 

  • Walther, A. (2009). ‘It was not my choice you know?’: Young people’s subjective views and decision making processes in biographical transitions. In I. Schoon & R. K. Silbereisen (Eds.), Transitions from school to work: Globalization, individualization, and patterns of diversity (pp. 121–144). Cambridge: Cambridge University Press.

    Chapter  Google Scholar 

  • Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological Review, 92(4), 548–573.

    Article  PubMed  Google Scholar 

  • Wigfield, A., & Eccles, J. S. (1992). The development of achievement task values: A theoretical analysis. Developmental Review, 12, 265–310.

    Article  Google Scholar 

  • Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25, 65–81.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Corresponding author

Correspondence to Jacob Shane.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Shane, J., Heckhausen, J., Lessard, J. et al. Career-related goal pursuit among post-high school youth: Relations between personal control beliefs and control strivings. Motiv Emot 36, 159–169 (2012). https://doi.org/10.1007/s11031-011-9245-6

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11031-011-9245-6

Keywords

Navigation