A Social Cognitive Approach to Understanding Engineering Career Interest and Expectations among Underrepresented Students in School-Based Clubs.
A Social Cognitive Approach to Understanding Engineering Career Interest and Expectations among Underrepresented Students in School-Based Clubs.
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用于理解校本俱乐部中代表性不足的学生的工程职业兴趣和期望的社会认知方法。
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发表时间：
2016
期刊：
影响因子：
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通讯作者：
O. Suárez
中科院分区：
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作者：
S. Dika;J. Álvarez;Jeannette Santos;O. Suárez
在教育生涯的早期阶段对工程的兴趣是选择在大学学习工程的一个重要先兆，与工程相关的俱乐部的设计就是为了培养这种兴趣并使工程渠道多样化。在这项研究中，研究人员使用社会认知职业理论框架来检验参加材料科学与工程(MSE)俱乐部的低收入初中生和高中生对学习工程的兴趣水平和预期教育水平。问卷数据来自波多黎各低收入公立初中和高中的200多名MSE俱乐部参与者。结果表明，工程感知价值对被忽视的初中生的职业兴趣具有预测作用，而传统的教育兴趣和成就(性别、母亲的教育程度、父母的期望)对工程兴趣和成就期望的影响最大。
Interest in engineering at early stages of the educational career is one important precursor to choosing to study engineering in college, and engineering-related clubs are designed to foster such interest and diversify the engineering pipeline. In this study, the researchers employed a social cognitive career theory framework to examine level of interest in studying engineering and expected educational attainment among underrepresented low-income middle and high school students participating in materials science and engineering (MSE) clubs. Questionnaire data were collected from over 200 MSE club participants in low-income public middle and high schools in Puerto Rico. The results indicate that perceived value of engineering is useful in predicting career interest among underrepresented middle and high school students; however, traditional predictors of educational interests and attainment (gender, mother’s education, parent expectations) exert the strongest influence on engineering interest and attainment expectations.