The Effectiveness of an Intervention Based on the Social Cognitive Career Self-Management Model on Academic Entrepreneurial Intention and Identity among University Students

Razieh Amini  Shalamzary; Ahmad  Sadeghi; Parisa  Nilforooshan

doi:10.18502/qjcr.v24i93.19067

Razieh Amini Shalamzary Ph.D. in Counseling, Department of Counseling, Faculty of Education & Psychology, University of Isfahan, Isfahan, Iran
Ahmad Sadeghi Ph.D. in Career Counseling, Associate Professor, Department of Counseling, Faculty of Education & Psychology, University of Isfahan, Isfahan, Iran.
Parisa Nilforooshan Ph.D. in Counseling, Associate Professor, Department of Counseling, Faculty of Education & Psychology, University of Isfahan, Isfahan, Iran

DOI: https://doi.org/10.18502/qjcr.v24i93.19067

Keywords: Social Cognitive Career Theory; Social Cognitive Career Self- Management Model; Academic Entrepreneurial Intention; Academic Entrepreneurial Identity

Abstract

Aim: The present study aimed to examine the effectiveness of an interventionbased on the Social Cognitive Career Self-Management Model on academicentrepreneurial intention and identity among postgraduate students at theUniversity of Isfahan. Methods: This was a quasi-experimental study using apretest-posttest control group design with random assignment. The statisticalpopulation included all postgraduate students at the University of Isfahan duringthe 2021–2022 academic year. Using convenience sampling, 30 participants wereselected and randomly assigned to either an experimental or a control group (15per group). Data were collected using the Academic Entrepreneurial IntentionScale (Goethner et al., 2012) and the Academic Entrepreneurial Identity Scale(Guo et al., 2019). The experimental group received the intervention in ten 90-minute sessions. Data were analyzed using multivariate analysis of covariance(MANCOVA). Findings: The results indicated that the intervention significantlyincreased academic entrepreneurial intention (F = 25.62, p < .01) and identity (F =19.28, p < .01) among postgraduate students. Conclusion: The intervention, byenhancing process and coping self-efficacy, fostering adaptive career behaviors,encouraging career exploration and planning, and facilitating contextual andenvironmental influences, helped students to develop a stronger intention towardacademic entrepreneurship and build their entrepreneurial identity.