Exploring Early Exits: Doctoral Attrition in the Biomedical Sciences

2017 ◽  
Vol 22 (2) ◽  
pp. 205-226 ◽  
Author(s):  
Michelle A. Maher ◽  
Annie M. Wofford ◽  
Josipa Roksa ◽  
David F. Feldon
Keyword(s):  
Self Efficacy ◽  
Social Cognitive ◽  
Doctoral Program ◽  
Outcome Expectations ◽  
Biomedical Science ◽  
Biomedical Sciences ◽  
Time Data ◽  
Attrition Rates ◽  
Student Sample ◽  
Professional Goals

High attrition rates have been a defining characteristic of doctoral education for decades, representing a loss of time, talent, and effort for departing students and their faculty. This qualitative study uses a biomedical science doctoral student sample to collect “real time” data on attrition within the first 2 years of doctoral training. Eighteen students, who represented 16 distinct universities, were interviewed as they engaged in the withdrawal process. Using the conceptual frames of socialization and social cognitive career theory, we explored experiences that preceded these students’ doctoral program withdrawals. Furthermore, we examined how expressed roles of students’ self-efficacy, outcome expectations, and professional goals contributed to the withdrawal process. Findings indicate that faculty advising (both positive and negative), laboratory rotation experiences, self-efficacy components, and changing professional goals all play a role in the early doctoral program attrition process.

Social Cognitive Theory and Motivation

2019 ◽  
pp. 9-26 ◽  
Author(s):  
Dale H. Schunk ◽  
Ellen L. Usher
Keyword(s):  
Social Cognitive Theory ◽  
Self Efficacy ◽  
Goal Attainment ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Outcome Expectations ◽  
Social Comparisons ◽  
Future Research ◽  
Regulatory Processes ◽  
Social Environmental

Social cognitive theory is a theory of human behavior that emphasizes learning from the social environment. This chapter focuses on Bandura’s social cognitive theory, which postulates reciprocal interactions among personal, behavioral, and social/environmental factors. Persons use various vicarious, symbolic, and self-regulatory processes as they strive to develop a sense of agency in their lives. Key motivational processes are goals and self-evaluations of progress, outcome expectations, values, social comparisons, and self-efficacy. People set goals and evaluate their goal progress. The perception of progress sustains self-efficacy and motivation. Individuals act in accordance with their values and strive for outcomes they desire. Social comparisons with others provide further information on their learning and goal attainment. Self-efficacy is a critical influence on motivation and affects task choices, effort, persistence, and achievement. Recommendations are made for future research.

The Sources and Maintenance of Professional Golfers’ Self-Efficacy Beliefs

2013 ◽  
Vol 27 (2) ◽  
pp. 130-142 ◽  
Author(s):  
Gio Valiante ◽  
David B. Morris
Keyword(s):  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Outcome Expectations ◽  
Efficacy Beliefs ◽  
Emotional States ◽  
Thought Patterns ◽  
Mastery Experiences ◽  
Professional Golfers ◽  
Over Time

The purpose of this study was to explore the self-efficacy beliefs of male professional golfers (N = 12). Three themes emerged from the qualitative analysis of interview responses. First, enactive mastery experiences were the most powerful source of self-efficacy. Second, golfers maintained high self-efficacy over time by recalling prior success, strategically framing experiences, and enlisting supportive verbal persuasions from themselves and from others. Finally, self-efficacy influenced professional golfers’ thought patterns, outcome expectations, and emotional states. Findings support and refine the theoretical tenets of Bandura’s social cognitive theory.

Sociopolitical Development and Healthcare Career Interest, Self-Efficacy, and Outcome Expectations Among Rural Youth

2021 ◽  
pp. 001100002110074
Author(s):  
Saba Rasheed Ali ◽  
Yunkyoung Loh Garrison ◽  
Ziomara M. Cervantes ◽  
Devon A. Dawson
Keyword(s):  
Rural Areas ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Outcome Expectations ◽  
Total Sample ◽  
Sociopolitical Development ◽  
Youth Of Color ◽  
Eighth Grade Students ◽  
Indirect Path ◽  
Indirect Relationship

The purpose of this preliminary study was to examine the indirect effects of social cognitive career variables (healthcare career [HC] self-efficacy and outcome expectations) in the relationship between youth sociopolitical development (SPD) and HC interests. Bootstrapping analysis was conducted using samples of eighth grade students ( N = 139) attending schools in rural areas in communities that consist predominantly of Immigrants of Color. Preliminary findings for the total sample suggested an indirect path between SPD and HC interests through HC self-efficacy, whereas the indirect path through HC outcome expectations was not significant. The model for immigrant Youth of Color participants suggested a direct relationship between SPD and HC interest, whereas an indirect relationship between SPD and HC interests was found for White participants. Based on the results of this preliminary analysis, implications for career programming and research pertaining to rural immigrant communities are discussed.

Social Cognitive Theory and Motivation

2012 ◽  
pp. 12-27 ◽  
Author(s):  
Dale H. Schunk ◽  
Ellen L. Usher
Keyword(s):  
Social Cognitive Theory ◽  
Psychological Functioning ◽  
Self Efficacy ◽  
Goal Attainment ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Outcome Expectations ◽  
Social Comparisons ◽  
Future Research ◽  
Regulatory Processes

Social cognitive theory is a theory of psychological functioning that emphasizes learning from the social environment. This chapter focuses on Bandura's social cognitive theory, which postulates reciprocal interactions among personal, behavioral, and social/environmental factors. Persons use various vicarious, symbolic, and self-regulatory processes as they strive to develop a sense of agency in their lives. Key motivational processes are goals and self-evaluations of progress, outcome expectations, values, social comparisons, and self-efficacy. People set goals and evaluate their goal progress. The perception of progress sustains self-efficacy and motivation. Individuals act in accordance with their values and strive for outcomes they desire. Social comparisons with others provide further information on their learning and goal attainment. Self-efficacy is an especially critical influence on motivation and affects task choices, effort, persistence, and achievement. Suggestions are given for future research directions.

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.

Social Cognitive Perspective on Factors Influencing Taiwanese Sport Management Students’ Career Intentions

2016 ◽  
Vol 45 (3) ◽  
pp. 239-252 ◽  
Author(s):  
Chun-Chen Chan ◽  
Su-Ching Chen ◽  
Yu-Wei Lin ◽  
Tsung-Yao Liao ◽  
Yu-En Lin
Keyword(s):  
Social Support ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Sport Management ◽  
Outcome Expectations ◽  
Career Interests ◽  
Sports Management ◽  
Career Intentions ◽  
Factors Influencing ◽  
Management Students

Social cognitive career theory (SCCT) was used as a basis for investigating the factors influencing the career intentions of Taiwanese sports management students. Participants ( N = 696) completed measures gauging social support, self-efficacy, outcome expectations, career interests, and career intentions. The results of a path analysis supported SCCT, indicating that self-efficacy contributed to career interests, outcome expectations, and career intentions. Social support was related to self-efficacy, and outcome expectations were related to career interests. However, the results did not support the hypotheses that social support and outcome expectations contribute to career intentions. The practical implications of these findings for counseling Taiwanese sports management students are presented.

Social Cognitive Correlates of Physical Activity: Findings From a Cross-Sectional Study of Adults With Relapsing-Remitting Multiple Sclerosis

2011 ◽  
Vol 8 (5) ◽  
pp. 626-635 ◽  
Author(s):  
Yoojin Suh ◽  
Madeline Weikert ◽  
Deirdre Dlugonski ◽  
Brian Sandroff ◽  
Robert W. Motl
Keyword(s):  
Physical Activity ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Outcome Expectations ◽  
Physical Activity Behavior ◽  
Cross Sectional Study ◽  
Path Coefficient ◽  
Cross Sectional ◽  
Relapsing Remitting ◽  
Activity Behavior

Background:Persons with multiple sclerosis (MS) are often physically inactive and sedentary. This observation has prompted the search for modifiable variables derived from established theories that act as correlates of physical activity. Such variables would presumably represent targets for interventions designed to promote change in physical activity behavior among persons with MS. The current study examined social cognitive variables as correlates of physical activity in persons with MS.Methods:Persons (N = 218) with relapsing-remitting MS completed a questionnaire battery that assessed physical activity behavior; self-efficacy for physical activity; physical, social, and self-evaluative outcome expectations for exercise, functional limitations as an impediment for physical activity, and exercise goal-setting. The battery was delivered and returned through the US postal service. Data were analyzed using covariance modeling in Mplus 3.0.Results:Self-efficacy had indirect effects on physical activity via impediments (path coefficient = .10, P < .005), self-evaluative outcome expectations (path coefficient = .07, P < .025), and goal-setting (path coefficient = .09, P < .01). The model explained 40% of variance in self-reported physical activity.Conclusions:This cross-sectional study suggests that self-efficacy is indirectly associated with physical activity by way of goals, self-evaluative outcome expectations, and impediments in persons with relapsing-remitting MS.

scholarly journals Upaya Peningkatan Capaian Pemberian ASI Eksklusif (Pendekatan Social Cognitive)

2020 ◽  
Vol 4 (1) ◽  
pp. 171-177
Author(s):  
Martha Ariana Wijayanti ◽  
Binti Maratus Sholikhah ◽  
Ernawaty Ernawaty
Keyword(s):  
Research Design ◽  
Exclusive Breastfeeding ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Outcome Expectations ◽  
Structural Factors ◽  
Social Approach ◽  
Cross Sectional ◽  
Efficacy Outcome

The purpose of this study was to identify the effect of self-efficacy, outcome expectations, socio-structural factors, and intention on the behavior of the infant-mother (6-24 months) in exclusive breastfeeding. The research design used was observational with a cross-sectional approach. This study indicates that the variables that affect the mother's intention to provide exclusive breastfeeding are socio-structural factors (p = 0.016). Respondents who choose to provide exclusive breastfeeding will have the behavior of giving exclusive breastfeeding (p = 0.003). In contrast, self-efficacy (p = 0.340) and outcome expectations (p = 0.682) do not affect the mother's intention. Likewise, the mother's exclusive breastfeeding behavior was not influenced by self-efficacy (p = 0.294) and outcome expectations (p = 0.586). In conclusion, the factors that influence a mother's exclusive breastfeeding behavior are intention and socistructural factors.   Keywords: Exclusive breastfeeding, Cognitive Social Approach

scholarly journals Bystanders of bullying: Social-cognitive and affective reactions to school bullying and cyberbullying

2018 ◽  
Vol 12 (4) ◽  
Author(s):  
Rhea-Katharina Knauf ◽  
Heike Eschenbeck ◽  
Michael Hock
Keyword(s):  
Self Efficacy ◽  
Moral Disengagement ◽  
Social Cognitive ◽  
School Context ◽  
Outcome Expectations ◽  
School Bullying ◽  
Affective Reactions ◽  
Intervention Model ◽  
The Social ◽  
Significant Difference

The Bystander Intervention Model by Latané and Darley (1970) describes the stages necessary for a bystander to intervene in an emergency and can be used to explain bystander behavior in the case of bullying. Social-cognitive and affective reactions to bullying such as empathy with the victim, moral disengagement, feelings of responsibility, defender self-efficacy and outcome expectancy are supposed to determine whether a bystander passes through all stages of the intervention model and are thereby crucial for the behavioral response. These mental reactions were compared between school bullying and cyberbullying in a sample of 486 German students (56% girls, age: M = 12.95) from 28 classes with a newly developed questionnaire covering the five Social-Cognitive and Affective Reactions to Bullying (SCARB) for school context and cyber context separately. Confirmatory factor analysis showed an acceptable fit and internal consistency coefficients were acceptable to good. In line with our hypotheses, for cyberbullying as compared to school bullying students reported higher moral disengagement and lower feelings of responsibility and self-efficacy. However, no significant difference was found for empathy. The level of negative outcome expectations was lower for cyberbullying than for school bullying. Results confirm that the context of bullying matters for the social-cognitive and affective reactions of bystanders.

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