Spanish High School Students’ Interests in Technology: Applying Social Cognitive Career Theory
The authors have examined the relative contribution of personal (emotional state, gender-role attitudes), contextual (perceived social supports and barriers), and cognitive (self-efficacy beliefs, outcome expectations) variables to technological interests in a sample (N = 2,364) of 10th-grade Spanis...
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| Veröffentlicht in: | Journal of career development 2016-08, Vol.43 (4), p.291-307 |
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| container_end_page | 307 |
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| container_issue | 4 |
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| container_title | Journal of career development |
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| creator | Inda-Caro, Mercedes Rodríguez-Menéndez, Carmen Peña-Calvo, José-Vicente |
| description | The authors have examined the relative contribution of personal (emotional state, gender-role attitudes), contextual (perceived social supports and barriers), and cognitive (self-efficacy beliefs, outcome expectations) variables to technological interests in a sample (N = 2,364) of 10th-grade Spanish students. The results of path analysis supported social cognitive career theory (SCCT), indicating that technological self-efficacy contributed to technological interests and technological outcome expectations. Perceived social support and perceived social barriers were related to technological self-efficacy, technological outcome expectations, and technological interests. However, the results did not support the hypothesis that outcome expectations contribute to interests. Contrary to expectations, there was no influence of gender-role attitudes on technological self-efficacy, but gender-role attitudes did determine technological interests. Finally, our study demonstrated that emotional state influenced technological self-efficacy beliefs, technological outcome expectations, and technological interests. This research extends previous work in this area by examining an understudied group, Spanish teenage students. |
| doi_str_mv | 10.1177/0894845315599253 |
| format | Article |
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The results of path analysis supported social cognitive career theory (SCCT), indicating that technological self-efficacy contributed to technological interests and technological outcome expectations. Perceived social support and perceived social barriers were related to technological self-efficacy, technological outcome expectations, and technological interests. However, the results did not support the hypothesis that outcome expectations contribute to interests. Contrary to expectations, there was no influence of gender-role attitudes on technological self-efficacy, but gender-role attitudes did determine technological interests. Finally, our study demonstrated that emotional state influenced technological self-efficacy beliefs, technological outcome expectations, and technological interests. 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The results of path analysis supported social cognitive career theory (SCCT), indicating that technological self-efficacy contributed to technological interests and technological outcome expectations. Perceived social support and perceived social barriers were related to technological self-efficacy, technological outcome expectations, and technological interests. However, the results did not support the hypothesis that outcome expectations contribute to interests. Contrary to expectations, there was no influence of gender-role attitudes on technological self-efficacy, but gender-role attitudes did determine technological interests. Finally, our study demonstrated that emotional state influenced technological self-efficacy beliefs, technological outcome expectations, and technological interests. 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The results of path analysis supported social cognitive career theory (SCCT), indicating that technological self-efficacy contributed to technological interests and technological outcome expectations. Perceived social support and perceived social barriers were related to technological self-efficacy, technological outcome expectations, and technological interests. However, the results did not support the hypothesis that outcome expectations contribute to interests. Contrary to expectations, there was no influence of gender-role attitudes on technological self-efficacy, but gender-role attitudes did determine technological interests. Finally, our study demonstrated that emotional state influenced technological self-efficacy beliefs, technological outcome expectations, and technological interests. 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| ispartof | Journal of career development, 2016-08, Vol.43 (4), p.291-307 |
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| source | Access via SAGE; EBSCOhost Education Source |
| subjects | Adolescents Attitudes Bartletts Test of Sphericity Beliefs Career Development Correlation Cultural Context Factor Analysis Foreign Countries Grade 10 High School Students Influence of Technology Item Analysis Path Analysis Questionnaires Self Efficacy Sex Role Social Cognition Social Theories Spain Statistical Analysis STEM Education Student Interests Technology Uses in Education |
| title | Spanish High School Students’ Interests in Technology: Applying Social Cognitive Career Theory |
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