Parental Support and Underrepresented Students' Math/Science Interests: The Mediating Role of Learning Experiences
Parental Support and Underrepresented Students' Math/Science Interests: The Mediating Role of Learning Experiences
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DOI：
10.1177/1069072713514933
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发表时间：
2014-11-01
影响因子：
3.2
通讯作者：
Shapiro, Jaclyn E.
中科院分区：
文献类型：
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作者：
Garriott, Patton O.;Flores, Lisa Y.;Shapiro, Jaclyn E.
本研究运用社会认知职业理论（SCCT），考察了父母支持和研究性学习经历（表现成就、言语说服、间接影响、生理唤醒）在有色人种高中生数学/科学兴趣发展中的作用。结构方程模型分析的结果表明，假设模型能很好地拟合数据。除生理唤醒外，父母支持显著地预测了各学习经验变量。表现成就是唯一能预测数学/科学自我效能感和数学/科学结果预期的学习经验变量。自我效能显著预测兴趣，但不预测结果预期。此外，结果预期并不能预测兴趣。中介测试表明，绩效成就、替代学习和自我效能在情境变量和个人认知变量之间起中介作用。研究结果讨论了SCCT和弱势学生对数学/科学职业兴趣发展的关系。
Using social cognitive career theory (SCCT), the present study examined the role of parental support and investigative learning experiences (i.e., performance accomplishments, verbal persuasion, vicarious influence, physiological arousal) in the development of math/science interests among high school students of color (N = 206). Results of structural equation modeling analyses suggested the hypothesized model adequately fit the data. Parental support significantly predicted each learning experience variable, with the exception of physiological arousal. Performance accomplishments were the only learning experience variable that predicted both math/science self-efficacy and math/science outcome expectations. Self-efficacy significantly predicted interests, but did not predict outcome expectations. Furthermore, outcome expectations did not predict interests. Mediation tests indicated that performance accomplishments, vicarious learning, and self-efficacy mediated relationships between contextual and person-cognitive variables. Results are discussed in relation to SCCT and the development of career interests in math/science among underrepresented students.