Mexican American Middle School Students' Goal Intentions in Mathematics and Science: A Test of Social Cognitive Career Theory

Autor/inn/en	Navarro, Rachel L.; Flores, Lisa Y.; Worthington, Robert L.
Institution	American Psychological Association, Washington, DC.
Titel	Mexican American Middle School Students' Goal Intentions in Mathematics and Science: A Test of Social Cognitive Career Theory
Quelle	In: Journal of Counseling Psychology, 54 (2007) 3, S.320-335 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0167
Schlagwörter	Middle School Students; Structural Equation Models; Self Efficacy; Social Class; Science Interests; Mexican Americans; Intention; Mathematics Education; Science Education; Cultural Influences; Social Influences; Social Cognition; Gender Differences; Hypothesis Testing; Goal Orientation; Predictor Variables; Correlation; Parent Influence; Peer Influence; Teacher Influence; Career Development + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Self-efficacy; Selbstwirksamkeit; Social classes; Soziale Klasse; Hispanoamerikaner; Mathematische Bildung; Naturwissenschaftliche Bildung; Cultural influence; Kultureinfluss; Sozialer Einfluss; Soziale Kognition; Geschlechterkonflikt; Hypothesenprüfung; Hypothesentest; Zielorientierung; Zielvorstellung; Prädiktor; Korrelation; Berufsentwicklung
Abstract	This study examined whether sociocontextual and sociocognitive variables explained the math/science goals of 409 Mexican American youth using a modified version of R. W. Lent, S. D. Brown, and G. Hackett's (1994) social cognitive career theory. Results from structural equation modeling indicated that the hypothesized model explained a significant amount of variance in math/science goals for both Mexican American girls and boys. Findings suggested that gender did not moderate relations among the variables in the hypothesized model. Results also suggested that most of the social cognitive career theory propositions tested were supported. Specifically, social class predicted math/science past performance accomplishments. Math/science past performance accomplishments and perceived parent support predicted math/science self-efficacy. Furthermore, math/science self-efficacy predicted math/science outcome expectations, and together with math/science interests, these sociocognitive variables predicted math/science interests and goals. Contrary to expectations, generation status, Anglo orientation, and Mexican orientation did not predict math/science past performance accomplishments, and past performance accomplishments did not predict math/science outcome expectations. Furthermore, Anglo orientation and perceived social support from parents, teachers, classmates, and a close friend did not predict math/science goals. Suggestions for future research and implications of the results are discussed. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10