El estudio se inserta en la investigación orientada a entender las trayectorias de elección vocacional de los jóvenes en los campos profesionales de la ciencia, la tecnología, la ingeniería y las matemáticas (STEM). Dada la constatada brecha de género, el análisis se centra en analizar posibles diferencias entre alumnos y alumnas a lo largo de distintos cursos de educación secundaria en un conjunto de variables sociocognitivas con una relevancia bien establecida en el desarrollo vocacional. Se utiliza como marco la teoría cognitivo social del desarrollo de la carrera (SCCT). En el estudio participaron 1465 estudiantes españoles. Todos ellos completaron medidas de autoeficacia, expectativas de resultados, intereses, aspiraciones ocupacionales y apoyos y barreras sociales percibidas en la elección de estudios científico-matemáticos. Se aplicaron pruebas no paramétricas y se estimaron medidas del tamaño del efecto para las comparaciones por género y curso. Se identificaron diferencias significativas a favor de los varones, en general de baja magnitud, en todas las variables salvo en las aspiraciones ocupacionales. Igualmente se identificó una tendencia significativa a presentar menores promedios en todas las variables a medida que se avanza en la secundaria. Sin embargo, este patrón de resultados presentó aspectos diferenciales al considerar el curso y/o la modalidad de bachillerato. Los resultados se discuten en el contexto de la investigación previa y se sugieren líneas de trabajo futuro desde el punto de vista de la investigación y de la intervención educativa.
This study is part of the research aimed at understanding vocational choice trajectories of students in professional areas related to science, technology, engineering and mathematics (STEM). Due to the well-known gender gap, the study is focused on analyzing possible differences between women and men in several socio-cognitive variables with a well-established relevance in vocational development. Differences along different grades of secondary education are also discussed. Social Cognitive Career Theory (SCCT) is used as a framework. In this study 1,465 high school Spanish students were involved. All of them were evaluated for self-efficacy, outcome expectations, interests, support, occupational aspirations and perceived social barriers when starting careers in the science/mathematics area. Non-parametric statistic tests were applied as well as measures of the effect size comparing by gender and course. Significant differences were found in favor of males, usually of low magnitude, in all the variables analyzed with the exception of those concerning the occupational aspirations. Likewise, a significant tendency was identified to present lower averages in all the variables as it progresses in secondary school. However, the general pattern of results showed differentiating aspects when considering a course and/or a kind of high school curriculum. The results are discussed in the context of the previous research on this topic and future lines of work are suggested from the point of view of the research and also educational intervention.
Widening the High School Curriculum to Include Soft Skill Training: Impacts on Health, Behaviour, Emotional Wellbeing and Occupational Aspirations
