Influence of social cognitive and ethnic variables on academic goals of underrepresented students in science and engineering: a multiple-groups analysis.
Influence of social cognitive and ethnic variables on academic goals of underrepresented students in science and engineering: a multiple-groups analysis.
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DOI：
10.1037/a0018608
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发表时间：
2010-04
影响因子：
3.9
通讯作者：
Zalapa, Juan
中科院分区：
文献类型：
--
作者：
Byars-Winston, Angela;Estrada, Yannine;Howard, Christina;Davis, Dalelia;Zalapa, Juan
关键词：
本研究调查了两组223名非裔美国人，拉丁美洲人/a，东南亚和美洲原住民本科生的学术兴趣和目标：生物科学与工程（S/E）专业。运用社会认知职业生涯理论，我们研究了社会认知变量（数学/科学学术自我效能感，数学/科学结果预期）的关系，沿着种族变量（种族认同，其他群体取向）的影响和校园气氛的看法，他们的数学/科学的兴趣和目标承诺，以获得S/E学位。路径分析表明，假设的模型提供了良好的整体拟合的数据，揭示了显着的关系，从结果的期望，利益和目标。从学术自我效能感的S/E目标，从兴趣的S/E目标的路径不同的学生在工程和生物科学。对于这两个群体，其他群体的方向是积极的自我效能感和支持被发现的效能介导的关系感知校园气候和目标。本研究的结果被认为是理论和实践的影响，以及未来的研究方向。
This study investigated the academic interests and goals of 223 African American, Latino/a, Southeast Asian, and Native American undergraduate students in two groups: biological science and engineering (S/E) majors. Using social cognitive career theory, we examined the relationships of social cognitive variables (math/science academic self-efficacy, math/science outcome expectations), along with the influence of ethnic variables (ethnic identity, other-group orientation) and perceptions of campus climate to their math/science interests and goal commitment to earn an S/E degree. Path analysis revealed that the hypothesized model provided good overall fit to the data, revealing significant relationships from outcome expectations to interests and to goals. Paths from academic self-efficacy to S/E goals and from interests to S/E goals varied for students in engineering and biological science. For both groups, other-group orientation was positively related to self-efficacy and support was found for an efficacy-mediated relationship between perceived campus climate and goals. Theoretical and practical implications of the study’s findings are considered as well as future research directions.
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