A longitudinal test of social cognitive career theory's academic persistence model among Latino/a and White men and women engineering students

被引：58

作者：

Lee, Hang-Shim ^{[1
]}

Flores, Lisa Y. ^{[2
]}

Navarro, Rachel L. ^{[3
]}

Kanagui-Munoz, Marlen ^{[4
]}

机构：

[1] Oklahoma State Univ, Stillwater, OK 74078 USA

[2] Univ Missouri, Columbia, MO 65211 USA

[3] Univ N Dakota, Grand Forks, ND 58201 USA

[4] Kaiser Permanente, Oakland, CA USA

来源：

JOURNAL OF VOCATIONAL BEHAVIOR | 2015年 / 88卷

基金：

美国国家科学基金会;

关键词：

Social cognitive career theory; Academic persistence model; Engineering; Gender and ethnic minority; SELF-EFFICACY; UNDERREPRESENTED STUDENTS; CONTEXTUAL SUPPORTS; CHOICE GOALS; PERFORMANCE; PREDICTORS; INTERESTS; SCIENCE; GENDER; EXPECTATIONS;

D O I：

10.1016/j.jvb.2015.02.003

中图分类号：

B849 [应用心理学];

学科分类号：

040203 ;

摘要：

This study tested Social Cognitive Career Theory's (SCCT) academic persistent model among engineering students from a longitudinal perspective and examined whether relations among the variables in the model differed between Whites and Latinos/as and between men and women engineering majors. Three hundred fifty engineering student participants (172 Latino/as; 155 Whites; 23 mixed race) who were attending a Hispanic-serving institution in the Southwest completed measures of math/science ACT, college GPA, engineering self-efficacy, engineering goals, and persistence. The academic persistence model within the engineering domain provided an excellent fit to the data. Significant group differences between women and men were found; however, there were no group differences across ethnicity. Implication for further research and interventions based on SCCT's academic persistence model are discussed in relation to academic persistence in engineering for women and Latinos/as. (C) 2015 Elsevier Inc. All rights reserved.

引用

页码：95 / 103

页数：9

共 49 条

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