Social Cognitive Predictors of Adjustment to Engineering Majors across Gender and Race/Ethnicity

Autor/inn/en	Lent, Robert W.; Miller, Matthew J.; Smith, Paige E.; Watford, Bevlee A.; Lim, Robert H.; Hui, Kayi; Morrison, M. Ashley; Wilkins, Gregory; Williams, Kevin
Titel	Social Cognitive Predictors of Adjustment to Engineering Majors across Gender and Race/Ethnicity
Quelle	In: Journal of Vocational Behavior, 83 (2013) 1, S.22-30 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0001-8791
DOI	10.1016/j.jvb.2013.02.006
Schlagwörter	Majors (Students); Academic Persistence; Engineering Education; Minority Group Students; Race; Job Satisfaction; Career Development; STEM Education; State Universities; Social Cognition; Predictor Variables; Student Adjustment; Black Colleges; Career Choice; School Choice; Ethnicity; White Students; Institutional Characteristics; Racial Differences; Gender Differences + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Rasse; Abstammung; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Berufsentwicklung; STEM; Staatliche Universität; Soziale Kognition; Prädiktor; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Choice of school; Schulwahl; Ethnizität; Rassenunterschied; Geschlechterkonflikt
Abstract	We tested a social cognitive model of academic adjustment in a sample of 1377 students enrolled in engineering schools at two predominantly White and two historically Black state universities. The model brought together central elements of social cognitive career theory's (SCCT) segmental models of educational/vocational satisfaction, interest, choice, and performance/persistence (Lent & Brown, 2006; Lent, Brown, & Hackett, 1994). The model was specifically designed to examine the interplay between interest and satisfaction in predicting students' intentions to remain in engineering majors. The integrative model offered good fit to the data both in the larger sample and in sub-samples of women, men, and racial/ethnic majority and minority students. The relation of interests to intended persistence was fully mediated by satisfaction. The findings both extend research on SCCT and suggest linkages to theories of person-environment fit. Implications for further research and practice on academic adjustment and persistence in STEM fields are considered. (Contains 1 figure and 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10