First-Generation College Students’ Persistence Intentions in Engineering Majors
First-Generation College Students’ Persistence Intentions in Engineering Majors
复制标题
第一代大学生对工科专业的坚持意愿
DOI：
10.1177/1069072716657533
复制
发表时间：
2017
影响因子：
3.2
通讯作者：
Lisa Y. Flores
中科院分区：
文献类型：
--
作者：
Patton O. Garriott;Rachel L. Navarro;Lisa Y. Flores
本研究以130名第一代工程专业大学生为样本，考察了父母支持、工程相关(现实/调查主题)学习经历、自我效能感、结果期望和坚持意向之间的关系。父母的支持在一个学年结束时被评估，并被建模为一年后使用社会认知职业理论框架评估的其他工程相关变量的预测因子。结果表明，父母支持预测现实/调查主题的言语说服和替代学习，而现实/调查主题的表现成就和生理唤醒预测工程自我效能感。现实/调查业绩成就也预测了结果预期。自我效能感和结果期望是工程坚持意图的预测因子。与预期相反，自我效能感并没有显著预测结果预期。中介分析表明，现实/调查主题的绩效成就和生理唤醒与坚持意图的关系可以通过自我效能感来解释。从提高FGCS在工程上的保留率的角度对结果进行了讨论。
This study examined the relationship between parental support, engineering-related (realistic/investigative themed) learning experiences, self-efficacy, outcome expectations, and persistence intentions in a sample of first-generation college student (FGCS) engineering majors (N = 130). Parental support was assessed at the conclusion of an academic year and modeled as a predictor of other engineering-related variables assessed a year later using the social cognitive career theory framework. Results showed that parental support predicted realistic/investigative-themed verbal persuasion and vicarious learning, while realistic/investigative-themed performance accomplishments and physiological arousal predicted engineering self-efficacy. Realistic/investigative performance accomplishments also predicted outcome expectations. Self-efficacy and outcome expectations were predictors of engineering persistence intentions. Contrary to expectations, self-efficacy did not significantly predict outcome expectations. Mediation analyses revealed that the relationships of realistic/investigative-themed performance accomplishments and physiological arousal to persistence intentions were explained by self-efficacy. Results are discussed in terms of increasing retention of FGCS in engineering.