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ISSN Печать: 1072-8325
ISSN Онлайн: 1940-431X
Indexed in
PREDICTORS OF ENGINEERING-RELATED SELF-EFFICACY AND OUTCOME EXPECTATIONS ACROSS GENDER AND RACIAL/ETHNIC GROUPS
Краткое описание
To better understand the underrepresentation of women and Latino/as in engineering, the current study examined longitudinal effects between engineering-related learning experiences and self-efficacy and outcome expectations among a sample of 575 engineering students attending a Hispanic Serving Institution, a college/university where at least 25% of undergraduates are full-time Latino/a students. Specifically, using Social Cognitive Career Theory as the theoretical base, this study tests two models−one in the Realistic domain and one in the Investigative domain−to determine whether the domain-specific learning experience variables of performance accomplishments, vicarious learning, verbal persuasion, and physiological arousal significantly predict domain-specific self-efficacy and outcome expectations over time. After controlling for the effects of Time 1 variables on the respective Time 2 variables, the findings indicated that Time 1 low emotional arousal was a significant predictor of Time 2 Realistic self-efficacy, and Time 2 Realistic outcome expectations were predicted by all four Time 1 learning experiences for all groups. Further, Time 1 vicarious learning, verbal persuasion, and emotional arousal had significant effects on Time 2 Investigative self-efficacy, but Time 1 performance accomplishment was not a significant predictor across racial/ethnic groups. Neither gender nor race/ethnicity moderated the cross-lagged paths in either model. Implications of the findings are discussed in regard to educational interventions for promoting the persistence of women and Latino/as in engineering programs.
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Hunt Heather K., Flores Lisa Y., Navarro Rachel L., Lee Hang-Shim, Increasing diverse students' persistence in engineering: A social cognitive perspective, 2016 IEEE Frontiers in Education Conference (FIE), 2016. Crossref
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Garriott Patton O., Navarro Rachel L., Flores Lisa Y., First-Generation College Students’ Persistence Intentions in Engineering Majors, Journal of Career Assessment, 25, 1, 2017. Crossref
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Madamanchi Aasakiran, Ely David R., Ngambeki Ida, Magana Alejandra J., A Qualitative Study of Integrated Computing Experiences and Career Development in Community College Engineering Students, 2019 IEEE Frontiers in Education Conference (FIE), 2019. Crossref
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Garriott Patton O., Hunt Heather K., Navarro Rachel L., Flores Lisa Y., Lee Bo Hyun, Suh Han Na, Brionez Julio, Slivensky Diana, Lee Hang-Shim, Development and initial validation of the Engineering Learning Experiences Scale, Journal of Vocational Behavior, 124, 2021. Crossref
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Flores Lisa Y., Navarro Rachel L., Lee Bo Hyun, Hu Xiaotian, Diaz David, Martinez Leticia, Social cognitive predictors of Latinx and White engineering students' academic satisfaction and persistence intentions: Exploring interactions among social identities and institutional context, Journal of Vocational Behavior, 127, 2021. Crossref
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Blustein David L., Erby Whitney, Meerkins Tera, Soldz Isaac, Ezema Gabriel Nnamdi, A Critical Exploration of Assumptions Underlying STEM Career Development, Journal of Career Development, 49, 2, 2022. Crossref
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Gerçek Merve, Elmas-Atay Sevgi, Yılmaz Dilek, Engineering Learning Experiences: A Scale Adaptation and Validation into Turkish, Journal of Career Development, 2022. Crossref