Understanding Postsecondary Education Enrollment of First-Generation Students from a Social Cognitive Perspective

Autor/inn/en	Xing, Xue; Rojewski, Jay W.
Titel	Understanding Postsecondary Education Enrollment of First-Generation Students from a Social Cognitive Perspective
Quelle	In: Journal of Career Development, 49 (2022) 3, S.519-537 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Xing, Xue)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0894-8453
DOI	10.1177/0894845320958075
Schlagwörter	Enrollment Trends; Enrollment Rate; Postsecondary Education; First Generation College Students; Longitudinal Studies; Social Cognition; Career Choice; Environmental Influences; Self Efficacy; Academic Aspiration; Goal Orientation; Adolescents; Access to Education; High School Students; Grade 9; High School Longitudinal Study of 2009 (NCES) + Suchen Sie Ihr Suchwort? Post-secondary education; Tertiäre Bildung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Soziale Kognition; Environmental influence; Umwelteinfluss; Self-efficacy; Selbstwirksamkeit; Zielorientierung; Zielvorstellung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Education; Access; Bildung; Zugang; Bildungszugang; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 09; 9. Schuljahr; Schuljahr 09
Abstract	Data from the High School Longitudinal Study of 2009 were used to describe and compare postsecondary education enrollment patterns of first- and continuing-generation students. Social cognitive career theory was used to explain the processes of educational and career pursuit and attainment, as well as personal, behavioral, and contextual/environmental factors influencing these processes. Postsecondary educational self-efficacy (i.e., a belief or confidence in future educational success) had a significant positive influence on establishing higher postsecondary educational goals for all adolescents. Postsecondary educational self-efficacy and goals, together, also had a substantial positive influence on postsecondary enrollment patterns of both groups. Self-efficacy exerted a stronger total effect for first-generation students. Contextual supports and barriers directly influenced students' goals but played different roles depending on generational status. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01