Peer Science Self-Efficacy

2016 ◽  
Vol 25 (3) ◽  
pp. 537-551 ◽  
Author(s):  
Eric D. Deemer ◽  
Laura Reid Marks ◽  
Karen A. Miller
Keyword(s):  
Undergraduate Students ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Science Data ◽  
Physics Courses ◽  
The Hierarchical Structure ◽  
Contextual Support ◽  
Choice Intentions ◽  
The Relationship ◽  
Social Cognitive Career

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.

PERCEIVED BARRIERS TO ENTREPRENEURIAL INTENTION: THE MEDIATING ROLE OF SELF-EFFICACY

2020 ◽  
Vol 25 (03) ◽  
pp. 2050016
Author(s):  
EMRE ŞAHIN DÖLARSLAN ◽  
AKIN KOÇAK ◽  
PHILIP WALSH
Keyword(s):  
Undergraduate Students ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Entrepreneurial Intention ◽  
Perceived Barriers ◽  
Deterrent Effect ◽  
Mediating Role ◽  
Intention Formation ◽  
The Relationship

Drawing from Social Cognitive Career Theory (SCCT), the purpose of the study is to enhance understanding of the intention formation mechanism within the context of perceived barriers and self-efficacy (SE). The current study assesses whether SE mediates the relationship between perceived barriers and entrepreneurial intention (EI). The study specifically analyzed the relationship among perceived barriers, SE and EI. In addition, the direct and indirect effects of perceived barriers on intention are examined. Based on a survey of 471 undergraduate students who have taken management courses, our findings suggest the SE level of potential entrepreneurs is not sufficient to determine the intention formation even if the decisive effect of SE on EI is found. Therefore, in contrast to earlier studies, the results obtained from this study reveal the necessity to take into account the deterrent effect of the perceived barriers to evaluating the effect of SE in the formation of EI.

The relationship between mentor support experiences and STEM graduate student career optimism

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Kristine J. Olson ◽  
Ann Hergatt Huffman ◽  
Kaylee Litson
Keyword(s):  
Self Efficacy ◽  
Social Cognitive ◽  
Graduate Programs ◽  
School Satisfaction ◽  
Instrumental Support ◽  
Content Type ◽  
Mentor Support ◽  
Career Optimism ◽  
The Relationship ◽  
Social Cognitive Career

PurposeUsing social cognitive career theory in tandem with gender role theory, the current research examines how instrumental and socioemotional mentor support experiences are linked to mentee career optimism among a sample of STEM graduate students. More specifically, this study examines how self-efficacy and school satisfaction mediate the relationship dependent on the gender of the student as well as the gender of the mentor.Design/methodology/approachA total of N = 828 (n = 408 women, n = 420 men) graduate students enrolled in one of 119 public STEM graduate programs in the USA participated in an online survey.FindingsResults suggest that student gender did not moderate the proposed mediation model. However, the instrumental support experiences → self-efficacy → career optimism mediation relationship was moderated by mentor gender with female mentors strengthening the relationship between mentor support experiences and optimism. Finally, same-gender mentor–student dyads experience consistency of school satisfaction regardless of instrumental mentor support experiences compared to the heterogeneous gender mentor–student dyads where school satisfaction is positively associated with mentor instrumental support.Originality/valueThis study expands Lent et al.'s (2015) social cognitive career model by providing an analysis of independent parallel mediation paths to examine the direct link between mentor support experiences and career optimism through self-efficacy and school satisfaction. Based on the findings, graduate programs should emphasize the importance of mentor support experiences and help graduate faculty explore how they can best provide mentor experiences to their mentees.

Linking Protean Career Orientation with Career Optimism: Career Adaptability and Career Decision Self-Efficacy as Mediators

2020 ◽  
pp. 089484532091252 ◽  
Author(s):  
Hazel Chui ◽  
Hui Li ◽  
Hang-yue Ngo
Keyword(s):  
Undergraduate Students ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Career Decision ◽  
Career Orientation ◽  
Career Adaptability ◽  
Protean Career ◽  
Social Construction Theory ◽  
Career Optimism ◽  
The Relationship

Protean career orientation has become prevalent among young workers in contemporary workplace. Little is known about whether this orientation is related to their positive expectation of future career development. We developed a conceptual model to investigate the relationship between protean career orientation and career optimism. Informed by social construction theory and social cognitive career theory, we considered career adaptability and career decision self-efficacy (CDSE) as potential mediators in the model. Several hypotheses were proposed and tested with a sample of 170 undergraduate students in Hong Kong. The results of path analysis and bootstrapping indicated that protean career orientation has a positive relationship with career optimism, and such relationship is fully mediated by career adaptability and CDSE. Our study has yielded novel into how some individual differences factors affect the development of career optimism among university students.

Adolescent–Parent Career Congruence as a Predictor of Job Search Preparatory Behaviors: The Role of Proactivity

2021 ◽  
pp. 089484532199254
Author(s):  
Dian Ratna Sawitri ◽  
Peter A. Creed
Keyword(s):  
Job Search ◽  
Self Efficacy ◽  
Social Cognitive Career Theory ◽  
Social Cognitive ◽  
Educational Achievement ◽  
Outcome Expectations ◽  
Adolescent Parent ◽  
The Relationship ◽  
Social Cognitive Career

Based on social cognitive career theory, we examined the mediating roles of job search self-efficacy and outcome expectations in the relationship between adolescent–parent career congruence and job search preparatory behaviors and investigated the influence of proactivity as a moderator in these direct and indirect relationships. Participants were 236 Grade 10 and 11 Indonesian students (mean age 16 years, 67% male), who were attending a vocational education school and would not be progressing to post–high school study. After controlling for educational achievement, we found congruence to be associated with self-efficacy (24% of variance explained), outcome expectations (23%), and job search preparatory behaviors (46%). Self-efficacy, but not outcome expectations, was related to more preparatory behaviors, and self-efficacy fully mediated between congruence and preparatory behaviors. Proactivity moderated the direct relationships between congruence and self-efficacy and outcome expectations, but not preparatory behaviors, and did not moderate any of the indirect relationships.

scholarly journals Students Attitudes Surrounding STEM: A Social Cognitive Career Theory Instrument for High School

2021 ◽  
Author(s):  
EmilyKate McDonough ◽  
Kayle S Sawyer ◽  
Jessica Wilks ◽  
Berri Jacque
Keyword(s):  
High School ◽  
Self Efficacy ◽  
Student Attitudes ◽  
Social Cognitive Career Theory ◽  
Social Cognitive ◽  
Career Awareness ◽  
Career Selection ◽  
Intervention Efficacy ◽  
Negative Perceptions ◽  
Social Cognitive Career

To meet the demand of the growing science and health sectors in the United States, there is a critical necessity to engage more people in science, technology, engineering, and math (STEM). To broaden participation in STEM, we must understand the factors that shape perspectives and beliefs around career selection. Good measurement of these factors is crucial to quantify how effectively educational interventions impact student attitudes towards STEM. Adolescents are particularly suited for quantifying intervention efficacy because students build their identities during these formative years and make important career choices. To better quantify intervention efficacy at the high school level, we developed an instrument entitled Student Attitudes Surrounding STEM (SASS), which builds upon the social cognitive career theory (SCCT) framework for understanding career selection. Questionnaire responses were collected from 932 high school students, and split into samples of 400 for exploratory factor analysis and 532 for confirmatory factor analysis. The questions clustered into six factors: self-efficacy experience, self-efficacy academic, outcome expectations, interests, negative perceptions of scientists, and career awareness. The SASS exhibited adequate construct validity as determined by fit indices and theoretical considerations. Furthermore, the instrument demonstrated criterion validity, internal consistency, and test-retest reliability. This tool represents a novel integration of three latent variables into SCCT, negative perceptions of scientists, career awareness, and an experience factor for self-efficacy.

An Assessment of Proximity of Fitness Facilities and Equipment and Actual Perceived Usage by Undergraduate University Students: A Pilot Study

2013 ◽  
Vol 37 (2) ◽  
pp. 123-135 ◽  
Author(s):  
Rebecca Allen ◽  
Craig M. Ross
Keyword(s):  
Physical Activity ◽  
Pilot Study ◽  
Undergraduate Students ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Division I ◽  
Exercise Frequency ◽  
Undergraduate University Students ◽  
Intensity Of Exercise ◽  
The Relationship

This pilot study examined the relationship between proximity of fitness facilities and equipment and actual perceived usage by undergraduate students at a Division I university, while acknowledging the role that Social Cognitive Theory plays in fitness. As a pilot study, the primary purpose was to gauge whether the study design and instruments used were appropriate for the overall purpose. Intensity of exercise, frequency of exercise, length of physical activity sessions, as well as a variety of other constructs were analyzed through correlational analysis to determine significance. The Godin Leisure-Time Exercise Questionnaire and the Perceived Environments Related to Physical Activity Questionnaire were modified for data collection. Findings of the pilot study revealed no significance in the proximity of fitness facilities and the amount of physical activity participation. However, the frequency of physical activity was significantly related to the availability of fitness equipment in an individual's home. Data collected from this study will be used to conduct further research on wider populations to investigate the proximity of fitness facilities and it's correlation with physical activity.

Utilizing the social cognitive career theory in understanding students' choice in selecting auditing as a career: evidence from Ghana

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Lexis Alexander Tetteh ◽  
Cletus Agyenim-Boateng ◽  
Amoako Kwarteng ◽  
Paul Muda ◽  
Prince Sunu
Keyword(s):  
Self Efficacy ◽  
Social Cognitive Career Theory ◽  
Social Cognitive ◽  
Outcome Expectations ◽  
Structured Interviews ◽  
Related Factors ◽  
Career Theory ◽  
Content Type ◽  
Selection Factors ◽  
Social Cognitive Career

PurposeThe study uses social cognitive career theory (SCCT) to explore the driving and restraining factors that students consider in selecting auditing as a career.Design/methodology/approachConsidering the aim of this study, a qualitative research was preferred with the objective of gathering in-depth and enriched empirical data; hence, semi-structured interviews were conducted with seventy-five fourth-year undergraduate accounting students of six top-ranked universities in Ghana that offer accounting programmes.FindingsThe findings of the current study unearth the constructs of the SCCT that students' decision to consider a career in audit is driven by outcome expectations (high earnings/monetary incentives and social prestige associated with the job), as well as self-efficacy belief (possession of ethical values). Further, the study finds that self-efficacy beliefs (job stress and accounting stereotype) were the factors restraining students from considering auditing as a career. The results finally show that the students who would choose auditing as a career in future are in one way or the other, preparing for the achievement of their goals.Research limitations/implicationsThe SCCT framework utilized focuses on the three main constructs: self-efficacy, outcome expectations and goals. There are a number of related factors that may influence students' career choice decisions. These may include personal characteristics and contextual influences; a change of the theoretical framework may help discover other important personal and contextual factors that this current study could not unearth.Practical implicationsThe study indicates, on the contrary, that students have negative perceptions about auditing as a career option; they consider the career as stressful, tedious and monotonous. These misconceptions make it less likely for a student to pursue auditing as a career. Educators can aid students in their decision to pursue a study in accounting and become auditors by displaying and reinforcing the positive outcomes that come with the position of an auditor.Originality/valueThe findings of this study add to the existing literature by delving deeper into the self-selection factors that influence a student's desire to become an auditor. Furthermore, the current research is exceptional in that it applies the SCCT to the aim of becoming an auditor. Although other research studies have looked into factors that may influence a student's decision to pursue a profession as an accountant, these studies have mostly been quantitative, limiting the students' ability to explain why those factors encourage or dissuade them.

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