The interdependent self-construal and social support: The case of persistence in engineering
The interdependent self-construal and social support: The case of persistence in engineering
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DOI：
10.1177/0146167201277005
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发表时间：
2001-07-01
影响因子：
4
通讯作者：
Vick, NV
中科院分区：
文献类型：
--
作者：
Cross, SE;Vick, NV
这项前瞻性研究探讨了学生的自尊和坚持在第一个2年的本科课程在工程。作者假设，个人谁定义的密切关系，被称为相互依存的自我联系方面的自我，将经历一种不适感在竞争激烈的工程环境，但高水平的社会支持将减轻这种影响。正如预期的那样，对于那些非常相互依赖的学生来说，社会支持水平与第一年的自尊变化呈正相关，并预测在第二年年底继续招收工程师，控制以前的学习成绩和自我效能感。这些发现对理解自我控制在行为中的作用和增加良好的社会支持的供应具有重要意义。训练有素的工程师进行了讨论。
This prospective study examined student self-esteem and persistence during the first 2 years of an undergraduate program in engineering The authors hypothesized that individuals who define the self in terms of close relationships, termed the interdependent self-construal, will experience a sense of misfit in the competitive engineering environment but that high levels of social support wilt mitigate this effect. As expected, for students with a very interdependent self-construal, levels of social support were positively related to changes in self-esteem during the 1st year and predicted continued enrollment in engineering at the end of the 2nd year controlling for previous academic performance and self-efficacy The implications of these findings for understanding the role of the self-construal in behavior and for increasing the supply of well-trained engineers are discussed.