A Causal Model of Career Aspirations.

Autor/inn/en	Bieschke, Kathleen J.; Lopez, Frederick G.
Titel	A Causal Model of Career Aspirations.
Quelle	(1991), (75 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Career Choice; Careers; College Students; High School Students; High Schools; Higher Education; Mathematics Achievement; Mathematics Anxiety; Models; Occupational Aspiration; Sex Differences + Suchen Sie Ihr Suchwort? Career; Karriere; Collegestudent; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Analogiemodell; Berufsneigung; Berufsziel; Sex difference; Geschlechtsunterschied
Abstract	Although women are entering male-dominated occupations at a greater rate, they still tend to avoid those occupations, as well as college majors that require math. Lack of an adequate math background, and thus lower math achievement, seems to effectively bar women from high level, technological, and male-dominated occupations. This study examined the relationship of identity development to the development of math self-efficacy beliefs in an effort to clarify career decision-making behaviors of men and women. The purpose of this study was to test a causal model of math/science career aspirations that incorporated key elements of math self-efficacy and identity development theories. The extent to which socioeconomic status, sex role identity, gender, math ability, number of math/science high school courses, identity status, math anxiety, math self-efficacy, and interests influence occupational aspirations of high school students (N=136) and college students (N=153) were evaluated. Structural modeling using LISREL was supportive of math self-efficacy and research, though unsupportive of the inclusion of identity status variable in the model. Separate models were fit for the entire sample and the male and female subsamples. (ABL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01