Date of Award
Doctor of Philosophy (PhD)
This study examined the utility of Social Cognitive Career Theory (SCCT; Lent, Brown, & Hackett, 1994) in the prediction of undergraduate college student's math and science interests and choice goals. Coping efficacy and self-efficacy beliefs were assessed separately in order to better understand the relationships between supports, barriers, coping efficacy, and math/science self-efficacy within the SCCT model. Two-hundred and forty-six undergraduate college students completed measures of math and science-related supports, barriers, coping efficacy, self-efficacy, outcome expectations, interests, and choice goals. A model specifying that barriers, but not supports, were directly related to math and science choice goals provided the best fit to the data. Paths within the best-fitting model provided support for hypotheses specific to SCCT's interest and choice models. Findings also revealed that coping efficacy partially mediated the relation between supports and math/science self-efficacy. In addition, coping efficacy was found to serve as both a mediator and a moderator in the relationship between barriers and math/science self-efficacy beliefs. Implications for career counseling and for future research on the SCCT model are discussed.
Abrams, Matthew David, "Social Cognitive Predictors for Undergraduate College Student's Choice Goals in Math and Science: Understanding the Role of Coping Efficacy" (2012). Dissertations. 410.
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Copyright © 2012 Matthew David Abrams