Career Goals, Preferences, and Support for Students in Psychology

Autor/in	Miles, Belva A.
Titel	Career Goals, Preferences, and Support for Students in Psychology
Quelle	(2013), (135 Seiten) PDF als Volltext Verfügbarkeit Psy.D. Dissertation, Roosevelt University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3035-8932-4
Schlagwörter	Hochschulschrift; Dissertation; Occupational Aspiration; Preferences; Graduate Students; Psychology; Social Cognition; Predictor Variables; Student Interests; Career Choice; Regression (Statistics); Hypothesis Testing; Self Efficacy; Expectation; Barriers; Racial Differences; African American Students; White Students; Social Support Groups; Culturally Relevant Education; Enrollment Rate; Social Theories + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Berufsneigung; Berufsziel; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Psychologie; Soziale Kognition; Prädiktor; Studieninteresse; Regression; Regressionsanalyse; Hypothesenprüfung; Hypothesentest; Self-efficacy; Selbstwirksamkeit; Expectancy; Erwartung; Rassenunterschied; African Americans; Afroamerikaner; Schüler; Schülerin; Social support; Soziale Unterstützung; Gesellschaftstheorie
Abstract	Bandura's (1986) social cognitive theory has been adapted by Lent, Brown, and Hackett (1994) to form social cognitive career theory (SCCT). The theory posits three interlocking steps in academic and career development: interest, choice goal, and choice goal action. Self-efficacy, outcome expectations, barriers, and supports are hypothesized to influence transitions between steps. Ethnicity is hypothesized to shape supports and barriers thereby affecting these transitions. In the present study, SCCT was used to assess prediction of interest and choice goal to pursue doctoral study in psychology in N = 308 psychology students (n = 118 African Americans and n = 190 Caucasian Americans). Logistic regression revealed that the hypothesis of self-efficacy and outcome expectations predicting interest was unsupported ?[superscript 2] (5, N = 308) = 5.765, p = 0.330. Also revealed was that of the variables hypothesized (e.g., self-efficacy, outcome expectations, barriers, and supports), only interest predicted choice goals ?[superscript 2] (11, N = 308) = 156.757, p < 0.001. As hypothesized, an independent-samples "t" test determined that African Americans reported more barriers (M = 3.13, SD = 0.88) than Caucasians (M = 2.33, SD = 0.67), t(190) = -8.34, p < 0.001, d = -1.00. The hypothesis that African Americans (M = 3.92, SD = 0.56) had fewer supports than Caucasians (M = 3.84, SD = 0.66) was unsupported t(262) = -1.03, p < 0.30, d = -0.12. Findings suggest that culturally sensitive strategies targeting the development and maintenance of interest in doctoral study may increase enrollment rates. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Update	2020/1/01