Influence of Social Cognitive and Ethnic Variables on Academic Goals of Underrepresented Students in Science and Engineering: A Multiple-Groups Analysis

Autor/inn/en	Byars-Winston, Angela; Estrada, Yannine; Howard, Christina; Davis, Dalelia; Zalapa, Juan
Titel	Influence of Social Cognitive and Ethnic Variables on Academic Goals of Underrepresented Students in Science and Engineering: A Multiple-Groups Analysis
Quelle	In: Journal of Counseling Psychology, 57 (2010) 2, S.205-218 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0167
DOI	10.1037/a0018608
Schlagwörter	Majors (Students); Undergraduate Students; Ethnicity; Self Efficacy; American Indians; Science Interests; Path Analysis; Biological Sciences; Engineering Education; Science Education; African Americans; Hispanic Americans; Asian Americans; Disproportionate Representation; Educational Objectives; Student Interests; Social Cognition + Suchen Sie Ihr Suchwort? Ethnizität; Self-efficacy; Selbstwirksamkeit; American Indian; Indianer; Pfadanalyse; Abwasserbiologie; Ingenieurausbildung; Naturwissenschaftliche Bildung; Afroamerikaner; Hispanic; Hispanoamerikaner; Asian immigrant; United States; Asiatischer Einwanderer; USA; Educational objective; Bildungsziel; Erziehungsziel; Studieninteresse; Soziale Kognition
Abstract	In this study we investigated the academic interests and goals of 223 African American, Latino/a, Southeast Asian, and Native American undergraduate students in 2 groups: biological science (BIO) and engineering (ENG) majors. Using social cognitive career theory (Lent, Brown, & Hackett, 1994), we examined the relationships of social cognitive variables (math/science academic self-efficacy, math/science outcome expectations)--as well as the influence of ethnic variables (ethnic identity, other-group orientation) and perceptions of campus climate--to students' math/science interests and goal commitment to earn a BIO/ENG degree. Path analysis revealed that the hypothesized model provided good overall fit to the data, revealing significant relationships between outcome expectations and interests and between outcome expectations and goals. Paths from academic self-efficacy to BIO/ENG goals and from interests to BIO/ENG goals varied for students in engineering and the biological sciences. For both groups, other-group orientation was positively related to self-efficacy, and support was found for an efficacy-mediated relationship between perceived campus climate and goals. Theoretical and practical implications of the study's findings are considered as well as future research directions. (Contains 4 tables, 2 figures, and 1 footnote.) (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10