Influence of Social Cognitive and Gender Variables on Technological Academic Interest among Spanish High-School Students: Testing Social Cognitive Career Theory

Autor/inn/en	Rodríguez, Carmen; Inda, Mercedes; Fernández, Carmen Mª
Titel	Influence of Social Cognitive and Gender Variables on Technological Academic Interest among Spanish High-School Students: Testing Social Cognitive Career Theory
Quelle	In: International Journal for Educational and Vocational Guidance, 16 (2016) 3, S.305-325 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0251-2513
DOI	10.1007/s10775-015-9312-8
Schlagwörter	Social Cognition; Social Influences; Gender Differences; High School Students; Technological Literacy; Path Analysis; Models; Sex Role; Affective Behavior; Self Efficacy; Beliefs; Student Interests; Occupational Aspiration; Foreign Countries; Spain + Suchen Sie Ihr Suchwort? Soziale Kognition; Sozialer Einfluss; Geschlechterkonflikt; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Technisches Wissen; Pfadanalyse; Analogiemodell; Geschlechterrolle; Affective disturbance; Active behaviour; Affektive Störung; Self-efficacy; Selbstwirksamkeit; Belief; Glaube; Studieninteresse; Berufsneigung; Berufsziel; Ausland; Spanien
Abstract	This study tested social cognitive career theory (SCCT) in the technological domain with 2,359 high-school students in Asturias (Spain). Path analyses were run to determine the influence of gender on the SCCT model and to explain the influence of personal (emotional state, gender-role attitudes), contextual (perceived social supports and barriers), and cognitive (self-efficacy beliefs, outcome expectations) variables on technological interest. The results almost entirely confirm the SCCT model for Spanish high-school students in both the boys' and girls' samples. Further, the results show that girls and boys do not differ significantly as far as the different variables are concerned. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01