A Mediator Model of Sunscreen Use: A Longitudinal Analysis of Social-Cognitive Predictors and Mediators

2011 ◽  
Vol 19 (1) ◽  
pp. 65-72 ◽  
Author(s):  
Catrinel Craciun ◽  
Natalie Schüz ◽  
Sonia Lippke ◽  
Ralf Schwarzer
Keyword(s):  
Longitudinal Analysis ◽  
Social Cognitive ◽  
Cognitive Predictors ◽  
Sunscreen Use

Social-Cognitive Predictors of Adjustment to Engineering by Underrepresented Students

2010 ◽  
Author(s):  
Robert W. Lent ◽  
Matthew J. Miller ◽  
Paige E. Smith ◽  
Bevlee A. Watford ◽  
Robert H. Lim ◽  
...  
Keyword(s):  
Social Cognitive ◽  
Underrepresented Students ◽  
Cognitive Predictors

Social Cognitive Predictors of Academic Goals in the Computing Disciplines

2007 ◽  
Author(s):  
Robert W. Lent ◽  
Fred G. Lopez ◽  
Antonio M. Lopez ◽  
Hung-Bin Sheu
Keyword(s):  
Social Cognitive ◽  
Academic Goals ◽  
Cognitive Predictors

scholarly journals The influence of self-efficacy, interest, and stereotype threat on career intentions and choices related to math and science.

2021 ◽  
Author(s):  
Elizabeth Wong
Keyword(s):  
Stereotype Threat ◽  
Gender Stereotypes ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Negative Stereotypes ◽  
Cognitive Predictors ◽  
Math And Science ◽  
Verbal Test ◽  
And Mathematics ◽  
Science Interests

Women continue to be underrepresented in Science, Technology, Engineering and Mathematics (STEM) careers/sectors. Concurrently, negative stereotypes about women’s abilities to perform in STEM persists. This research examined whether gender stereotypes influence women’s STEM-related intentions and choices and the mediating influence of cognitive predictors based on the Social Cognitive Career Theory (SCCT; Lent, Brown, & Hackett, 1994). In total, 194 women from Ryerson University were randomly assigned to a stereotype threat (n =65), stereotype nullification (n = 65), or control condition (n = 64). Participants completed questionnaires assessing math self-efficacy, math and science interests and intentions, and a math/verbal choice task. In support of SCCT, math self-efficacy and math/science interests predicted math/science intentions and choice on the math/verbal test. Furthermore, “math identified” participants in the stereotype threat condition reported lower math/science intentions. This research has implications for current interventions designed to increase women’s participation and retention in STEM.

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