Peer Science Self-Efficacy: A Proximal Contextual Support for College Students' Science Career Intentions

被引：14

作者：

Deemer, Eric D. ^{[1
]}

Marks, Laura Reid ^{[1
,2
]}

Miller, Karen A. ^{[1
]}

机构：

[1] Purdue Univ, Dept Educ Studies, 100 North Univ St, W Lafayette, IN 47907 USA

[2] Univ Memphis, Dept Counseling Educ Psychol & Res, Memphis, TN 38152 USA

来源：

JOURNAL OF CAREER ASSESSMENT | 2017年 / 25卷 / 03期

基金：

美国国家科学基金会;

关键词：

science self-efficacy; science interest; science career intention; contextual effect; SOCIAL COGNITIVE THEORY; COLLECTIVE EFFICACY; CHOICE; GOALS; PSYCHOLOGY; MULTILEVEL; BARRIERS; MATH; MATHEMATICS; PREDICTORS;

D O I：

10.1177/1069072716651620

中图分类号：

B849 [应用心理学];

学科分类号：

040203 ;

摘要：

Social cognitive career theory posits that proximal contextual support variables exert both direct and indirect effects on individuals' career choice intentions. The purpose of this study was to test this proposition by examining the hierarchical structure of efficacy beliefs and their relations to students' intentions to pursue careers in science. Data were collected from a sample of undergraduate students (N = 1,693) recruited from biology, chemistry, and physics courses. Results of multilevel modeling analyses indicated that aggregated peer science self-efficacy (PSSE) perceptions in the classroom were positively predictive of science career intentions (SCIs) while holding constant the Level 1 influence of science self-efficacy. Moreover, science interest was shown to mediate the relationship between PSSE and SCIs. Implications for career development research and practice are discussed.

引用

页码：537 / 551

页数：15

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