Social Cognitive Predictors for Undergraduate College Student's Choice Goals in Math and Science: Understanding the Role of Coping Efficacy

<p>This study examined the utility of Social Cognitive Career Theory (SCCT; Lent, Brown, & Hackett, 1994) in the prediction of undergraduate college student's math and science interests and choice goals. Coping efficacy and self-efficacy beliefs were assessed separately in order to better understand the relationships between supports, barriers, coping efficacy, and math/science self-efficacy within the SCCT model. Two-hundred and forty-six undergraduate college students completed measures of math and science-related supports, barriers, coping efficacy, self-efficacy, outcome expectations, interests, and choice goals. A model specifying that barriers, but not supports, were directly related to math and science choice goals provided the best fit to the data. Paths within the best-fitting model provided support for hypotheses specific to SCCT's interest and choice models. Findings also revealed that coping efficacy partially mediated the relation between supports and math/science self-efficacy. In addition, coping efficacy was found to serve as both a mediator and a moderator in the relationship between barriers and math/science self-efficacy beliefs. Implications for career counseling and for future research on the SCCT model are discussed.</p>

Name thesis:degree_name

Doctor of Philosophy (PhD)

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Philosophy

Year dc:date.available

2012

Author dc:creator

• Abrams, Matthew David

• choice goals
• contextual influences
• coping efficacy
• math and science
• social cognitive theory
• undergraduate college students
• Counseling Psychology

Repository record dc:identifier

https://ecommons.luc.edu/luc_diss/410

OAI identifier oai:identifier

oai:ecommons.luc.edu:luc_diss-1409