Teaching Critical Thinking in Psychology: A Handbook of Best Practices

Critical thinking comprises a variety of academic, decision-making, and problem-solving

skills, including skill in information literacy, quantitative reasoning, evaluating competing

hypotheses based on evidence, and consideration of multiple perspectives and sources of

information when making decisions and solving problems (Halonen & Gray, 2001;

Halpern, 2003). The selection of a college major and identification and pursuit of a career

in a given discipline are practical forms of problem solving that depend on a variety of

critical thinking skills. Effective decision making about careers founded on solid critical

thinking and problem-solving skills should help students avoid dissatisfaction with their

career choices.

Career decision-making self-efficacy is widely regarded as a key variable in predicting

student success. This construct has been linked to enhanced academic and vocational

engagement (Betz & Taylor, 2006) and academic persistence (Peterson & del Mas,

2001/2002). The conceptualization of career decision-making self-efficacy integrates self-

efficacy theory (Bandura, 1982, 1997) and career maturity theory (Crites, 1978). Bandura

(1982, 1997) suggested that self-efficacy beliefs (i.e., people’s beliefs regarding their ability

to perform a given task successfully) are a major mediator of behavior and behavior change.

Low self-efficacy beliefs concerning a particular behavioral domain such as career decision

making lead to avoidance of those behaviors, whereas high self-efficacy beliefs regarding

career decision making should lead to engagement in those behaviors. Crites (1978)

hypothesized that mature career decisions are facilitated by competence in five career

choice processes (accurate self-appraisal, gathering occupational information, goal

selection, making plans for the future, and problem solving). Betz and Taylor (2006)

selected these processes in their conceptualization of the behavioral domains associated

with effective career decision making. These processes are also inherently linked to critical

thinking competencies.

Career decision-making self-efficacy has been related to students’ vocational identity

and career exploration (Gushue, Clarke, Pantzer, & Scanlan, 2006). High levels of

Chapter 19

Thinking Critically About Careers

in Psychology

Deborah S. Briihl, Claudia J. Stanny, Kiersten A. Jarvis,

Maria Darcy, and Ronald W. Belter

Teaching Critical Thinking in Psychology: A Handbook of Best Practices Edited by D. S. Dunn, J. S. Halonen, and R. A. Smith