A longitudinal examination of the social-cognitive model applied to high school girls' choices of nontraditional college majors and aspirations.

Margaret M. Nauta · Douglas L. Epperson

140 citations0/0 files storedJournal of Counseling Psychology

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Career Development and Diversity Higher Education Research Studies Education, Achievement, and Giftedness

Abstract

This study tested a partial version of R. W. Lent, S. D. Brown, and G. Hackett's (1994) social-cognitive career theory model. Among 204 high school girls who attended science, math, and engineering (SME) career conferences, the authors used a 4-year longitudinal design to predict the choice of an SME college major and SME self-efficacy and outcome expectations in college. In addition, among students who had declared SME majors, variables assessed in high school and college were used to predict aspirations to become leaders in SME fields. The results generally provided empirical validation of the model. Regression analyses revealed that college SME outcome expectations were associated with plans to become a leader in an SME field. Implications for research and interventions are discussed.

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References

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2010Patterns of Persistence in Intended College Major with a Focus on STEM Majors 2018Sources of self-efficacy and outcome expectations in science, technology, engineering, and mathematics domains: A meta-analysis 2010Prospective First‐Generation College Students: A Social‐Cognitive Perspective 2015Undergraduate STEM Achievement and Retention 2012

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