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ERIC Number: EJ811616
Record Type: Journal
Publication Date: 2008
Pages: 16
Abstractor: As Provided
Reference Count: 51
ISSN: ISSN-1069-0727
Math and Science Social Cognitive Variables in College Students: Contributions of Contextual Factors in Predicting Goals
Byars-Winston, Angela M.; Fouad, Nadya A.
Journal of Career Assessment, v16 n4 p425-440 2008
This study investigated the influence of two contextual factors, parental involvement and perceived career barriers, on math/science goals. Using social cognitive career theory (SCCT; Lent, Brown, & Hackett, 1994), a path model was tested to investigate hypothesized relationships between math- and science-related efficacy beliefs (i.e., task and coping) and perceived career barriers to math/science interests and goals in a sample of 227 undergraduates. Overall fit indices supported a model for the direct contribution of parental involvement largely to outcome expectations and moderately to math/science task self-efficacy and perceived barriers. Parental involvement directly and indirectly predicted goals through its strong relationship with outcome expectations. Outcome expectations and interests directly predicted goal intentions. Evidence supported coping efficacy as a mediator of the relationship between perceived career barriers and goals. Future research directions and practice implications are discussed. (Contains 2 figures and 2 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A