Influence of social cognitive and gender variables on technological academic interest among Spanish high-school students: testing social cognitive career theory

被引：8
|
作者：
Rodriguez, Carmen [1 ]
Inda, Mercedes [1 ]
Ma Fernandez, Carmen [1 ]
机构：
[1] Univ Oviedo, Sci Educ Dept, Fac Ciencias Educ, Despacho 318,C Aniceto Sela S-N, Oviedo 33005, Spain
来源：
INTERNATIONAL JOURNAL FOR EDUCATIONAL AND VOCATIONAL GUIDANCE | 2016年 / 16卷 / 03期
关键词：
Social cognitive career theory; Gender; Self-efficacy beliefs; SELF-EFFICACY BELIEFS; INFORMATION-TECHNOLOGY; CONTEXTUAL SUPPORTS; COMPUTER EXPERIENCE; ETHNIC-IDENTITY; MATHEMATICS; SCIENCE; CHOICE; MODEL; BARRIERS;
D O I：
10.1007/s10775-015-9312-8
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
This study tested social cognitive career theory (SCCT) in the technological domain with 2,359 high-school students in Asturias (Spain). Path analyses were run to determine the influence of gender on the SCCT model and to explain the influence of personal (emotional state, gender-role attitudes), contextual (perceived social supports and barriers), and cognitive (self-efficacy beliefs, outcome expectations) variables on technological interest. The results almost entirely confirm the SCCT model for Spanish high-school students in both the boys' and girls' samples. Further, the results show that girls and boys do not differ significantly as far as the different variables are concerned.
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页码：305 / 325
页数：21
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