Across Academic Domains: Extensions of the Social-Cognitive Career Model

Autor/inn/en	Fouad, Nadya A.; Smith, Philip L.; Zao, Kathryn E.
Titel	Across Academic Domains: Extensions of the Social-Cognitive Career Model
Quelle	In: Journal of Counseling Psychology, 49 (2002) 2, S.164-171 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0167
Schlagwörter	Career Choice; Self Efficacy; Social Sciences; Structural Equation Models; Student Surveys; Undergraduate Students; Higher Education; Intellectual Disciplines; Correlation; Objectives; Expectation; Student Interests; Measures (Individuals); Art; Mathematics; English; Prediction; Cognitive Processes + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Schülerbefragung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Geisteswissenschaften; Korrelation; Goal definition; Zielsetzung; Expectancy; Erwartung; Studieninteresse; Messdaten; Arts; Kunst; Mathematik; English language; Englisch; Vorhersage; Cognitive process; Kognitiver Prozess
Abstract	In the present study, the authors investigated the academic subject matter domain specificity of the social-cognitive career choice model (R. W. Lent, S. D. Brown, & G. Hackett, 1994). The relationships between self-efficacy, goals, outcome expectations, and interests were examined across the subject areas of art, social science, math/science, and English to see if the predicted relationships hold for subject domains other than math/science. Previously validated scales in each of the subject domains were used in a survey of undergraduates (N=952) in introductory psychology classes at 2 Midwestern universities. Structural equation modeling was used to test 4 different models. The results indicated support for the social-cognitive career model relationships in each of the 4 subject areas and revealed that these relationships are remarkably similar across subject areas. Some modifications in the model were made, including the use of 4 background variables examined in the study. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10