Testing a Social Cognitive Model of Career Choice Development within the Context of a Minority Teacher Recruitment Program.
To read the full text of this article, click here: http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED469724
This study tested various aspects of the social cognitive career theory (SCCT) suggested by Lent, et al. (1994), addressing whether these constructs could be modeled using data from adolescents participating in a minority teacher recruitment program for urban and rural at-risk minority students. The study hypothesized that self-efficacy and outcome expectations would shape interests, which would in turn lead to career intentions. Participants were 243 predominantly African American, Hispanic American, and Native American secondary school students involved in the first year of the recruitment program. Students completed a survey that addressed dimensions specifically relevant to the recruitment program's goals and objectives (teaching self-efficacy beliefs, outcome expectations, interest in teaching as a career, and intentions of becoming a teacher). Results showed mixed support for the SCCT model. There was a strong link between self-efficacy and interests. The hypothesized independent effect of outcome expectation on interests was not observed. Interests directly and strongly affected choices. Outcome expectation demonstrated a direct effect on choices, but the negative relationship was not consistent with the hypothesis predicted by the SCCT. The influence of self-efficacy on teaching goals was only indirect, unlike the SCCT hypothesis predicted. (Contains 27 references.) (SM)
|Printer friendly Cite/link Email Feedback|
|Author:||Schaffner, Monika; Jepsen, David A.|
|Date:||Apr 1, 1999|
|Previous Article:||Coming and Going in All Directions: Preparing Students for Online Learning.|
|Next Article:||Ausencia estudiantil sin permiso (Student Truancy). ERIC Digest.|