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

Lee, Hang-Shim; Flores, Lisa Y.; Navarro, Rachel L.; Kanagui-Muñoz, Marlen

doi:10.1016/j.jvb.2015.02.003

Cited by 64 publications

(60 citation statements)

References 40 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Z=-5.00, p<0.000). This result is consistent with previous research, which demonstrated that students had low confidence in their skills to successfully complete an engineering degree, especially women [8,9]. In other words, students are not fully aware of what they have learned, indicating that instructors and staff professors should make a better effort to explain to their students what they are able to do and what they have actually learned.…”

Section: Discussionsupporting

confidence: 91%

How do our students learn clinical engineering? A pilot study

Cruz

Torres

Presiga

et al. 2017

VII Latin American Congress on Biomedical Engineering CLAIB 2016, Bucaramanga, Santander, Colombia, October 26th -28th, 2016

View full text Add to dashboard Cite

Abstract-This paper aims to measure what are the students' perceived learning outcome achievements after finishing their clinical engineering major courses. This is a pre-post-test with no control group study design. Forty students were involved in this pilot study. A paper-based survey composed of a demographic section and a 5-point Likert ("1" is strongly disagree and "5" is strongly agree) section measured the students' perceived learning outcome achievements after exposing them to clinical engineering major courses. A Wilcoxon signed-rank and Mann-Whitney U test statistics were conducted to test the two hypotheses of this study. Our analysis showed statistically significant results between the pre-survey mean and SD: 21.10 SD 3.54; and between the postsurvey mean and SD: 22.75 SD 3.68 (Z -2.12, p<0.033), indicating that overall, students' perceived learning outcome achievements after exposing them to clinical engineering major courses had significantly improved by the end of the major. Also, statistically significant results were found between the post-survey mean and SD: 3.94 SD 0.61 learning outcome perceptions and between the students' actual marks mean and SD: 4.53 SD 0.22 (-5.00, p<0.000), indicating the students had low confidence in their learning outcomes after completing their clinical engineering major.

show abstract

Section: Discussionsupporting

confidence: 91%

How do our students learn clinical engineering? A pilot study

Cruz

Torres

Presiga

et al. 2017

VII Latin American Congress on Biomedical Engineering CLAIB 2016, Bucaramanga, Santander, Colombia, October 26th -28th, 2016

View full text Add to dashboard Cite

show abstract

“…En la actualidad, existe un gran cuerpo de investigaciones en torno a los modelos derivados de esta teoría (e.g. Atadero, Rambo-Hernandez & Balgopal, 2015;Bocanegra, Gubi & Cappaert, 2016;Chang & Edwards, 2015;Kaminsky & Behrend, 2015;Lee, Flores, Navarro & Kanagui-Muñoz, 2015;Lent, et al, 2015;Raque-Bogdan & Lucas, 2016;Roche, Daskalova & Brown, Efectos Efecto Indirecto Efecto Total 2016; Thompson, Dahling, Chin & Melloy, 2016;Thungjaroenkul, Cummings & Tate, 2016). La mayoría de estos estudios se han realizado en poblaciones estadounidenses, con estudiantes universitarios y pocos de ellos contemplan la influencia de las cuatro fuentes de información que dan origen a las creencias de autoeficacia.…”

Section: Conclusionesunclassified

Evaluación de un modelo social-cognitivo de la elección de la carrera desde la tipología de Holland en estudiantes de la escuela secundaria/Testing social cognitive career choice model across Holland types in high school students

Cupani

Azpilicueta²,

Sialle³

2018

REOP

View full text Add to dashboard Cite

RESUMENLa teoría social cognitiva de la carrera (SCCT; Lent, Brown & Hackett, 1994) se formuló originalmente con la finalidad de integrar diferentes modelos y constructos para lograr una comprensión más profunda de los mecanismos que regulan el desarrollo de los intereses vocacionales, la elección de la carrera y el rendimiento académico (Lent, et al., 1994, 2000). En la presente investigación se evalúa un modelo de intención de elección de carrera derivado de la SCCT. La muestra estuvo conformada por alumnos argentinos de la Escuela Secundaria, quienes respondieron a una serie de medidas sobre: fuentes de autoeficacia, creencias de autoeficacia, intereses e intención de elección de carrera. Estas medidas fueron analizadas en cada una de las seis tipologías planteadas por la teoría RIASEC (Realista, Investigador, Artista, Social, Emprendedor y Convencional) de Holland (1997). Los resultados indicaron un apoyo general a las hipótesis de la SCCT, las cuales proponen una influencia de las fuentes de autoeficacia sobre el origen de las creencias de autoeficacia y cómo estas, junto con los intereses, determinan las intenciones de elección de carrera, aunque no de forma homogénea en todas las tipologías planteadas por Holland. Se discuten los resultados para cada una de las tipologías y se consideran las limitaciones e implicaciones de estos hallazgos para futuras investigaciones.ABSTRACTSocial cognitive career theory (SCCT; Lent, Brown & Hackett, 1994) was originally formulated in order to integrate different models and constructs, to achieve a deeper understanding of the mechanisms that regulate the development of vocational interests, career choice and academic performance (Lent, et al., 1994, 2000). In this research, several hypotheses emanating from SCCT were tested. The sample was composed by Argentine high school students, who completed a series of measures, such as: sources of self-efficacy, self-efficacy beliefs, interests and intentions of career choice. These measures were analyzed in each of the six types raised in the RIASEC model (Realistic, Investigative, Artistic, Social, Enterprising and Conventional) of Holland. The results indicate general support for the hypothesis of SCCT, which suggest an influence of the sources of self-efficacy on the origin of self-efficacy beliefs and how they, together with interest, determine the intentions of career choice, but not evenly in all types raised by Holland. We consider the limitations and implications of these findings for further research.

show abstract

“…For example, SCCT has been applied in studies of female, male, and racially diverse college student samples in a variety of STEM fields (e.g., Byars-Winston, Estrada, Howard, Davis, & Zalapa, 2010;Lent, Brown, et al, 2005;Lent, Lopez, Sheu, & Lopez, 2011). (For recent reviews of this literature, see Brown & Lent, in press;Flores et al, 2014;Lee, Flores, Navarro, & Kanagui-Munoz, 2015).…”

mentioning

confidence: 99%

Social cognitive predictors of academic persistence and performance in engineering: Applicability across gender and race/ethnicity

Lent

Miller

Smith

et al. 2016

Journal of Vocational Behavior

View full text Add to dashboard Cite

We examined the utility of social cognitive variables in the longitudinal prediction of academic persistence and success of engineering students. The participants, 908 students enrolled in engineering majors at two state universities, completed measures of academic support, self-efficacy, outcome expectations, interests, satisfaction, positive affect, and intended persistence at the end of each of their first four semesters. In the current study, students' first and second semester responses were used to predict persistence and grade

show abstract

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

Cited by 64 publications

References 40 publications

How do our students learn clinical engineering? A pilot study

How do our students learn clinical engineering? A pilot study

Evaluación de un modelo social-cognitivo de la elección de la carrera desde la tipología de Holland en estudiantes de la escuela secundaria/Testing social cognitive career choice model across Holland types in high school students

Social cognitive predictors of academic persistence and performance in engineering: Applicability across gender and race/ethnicity

Contact Info

Product

Resources

About