Social cognitive model of adjustment to engineering majors: Longitudinal test across gender and race/ethnicity
Social cognitive model of adjustment to engineering majors: Longitudinal test across gender and race/ethnicity
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工程专业适应的社会认知模型：跨性别和种族/民族的纵向测试
DOI：
10.1016/j.jvb.2014.11.004
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发表时间：
2015
影响因子：
11.1
通讯作者：
Robert H. Lim
中科院分区：
文献类型：
--
作者：
R. Lent;Matthew J Miller;Paige Smith;B. Watford;Kayi Hui;Robert H. Lim
我们以 732 名工科学生为样本，对学业调整的社会认知模型进行了纵向测试。该模型旨在解释学生对专业的满意度和坚持其专业的意图，整合了社会认知职业理论（SCCT）满意度、兴趣、选择和表现分段模型的特征（Lent & Brown，2006；Lent、Brown & Hackett，1994）。学生在三个时间点（工程专业的第二、第三和第四学期结束时）完成了学业支持、自我效能、结果期望、兴趣、满意度、积极情感和预期坚持的测量。该模型的双向版本在更大的样本中以及跨性别和种族/族裔群体中都提供了良好的数据拟合。自我效能是第三和第四学期学业满意度和预期坚持的最可靠的直接预测因素，尽管其他社会认知变量也直接或间接地影响了某个时间点的预测。我们考虑这些研究结果对 STEM 领域学术调整和坚持的进一步研究和实践的影响。
We conducted a longitudinal test of a social cognitive model of academic adjustment in a sample of 732 engineering students. The model, designed to explain students' satisfaction with and intentions to persist in their majors, integrated features of social cognitive career theory's (SCCT) segmental models of satisfaction, interest, choice, and performance (Lent & Brown, 2006; Lent, Brown, & Hackett, 1994). Students completed measures of academic support, self-efficacy, outcome expectations, interests, satisfaction, positive affect, and intended persistence at three time points (at the end of their second, third, and fourth semesters in engineering). A bidirectional version of the model offered good fit to the data, both in the larger sample and across gender and racial/ethnic groups. Self-efficacy was the most reliable direct predictor of academic satisfaction and intended persistence across the third and fourth semesters, though other social cognitive variables also contributed, either directly or indirectly, to predictions at one time point or the other. We consider implications of the findings for further research and practice on academic adjustment and persistence in STEM fields.