Perceived Supports and Barriers for Career Development for Second-Year STEM Students

Background This study was designed to determine the effect of perceived supports and barriers on self‐efficacy beliefs and other social‐cognitive variables related to second‐year science, technology, engineering, and mathematics (STEM) students' career development. Social cognitive career theor...

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Veröffentlicht in:	Journal of engineering education (Washington, D.C.) D.C.), 2016-04, Vol.105 (2), p.341-365
Hauptverfasser:	Peña-Calvo, José-Vicente, Inda-Caro, Mercedes, Rodríguez-Menéndez, Carmen, Fernández-García, Carmen-María
Format:	Artikel
Sprache:	eng
Schlagworte:	Barriers Beliefs career choice Career Development Career development planning College Students Costs Educational Technology Engineering Engineering Education Expectation Family Influence Foreign Countries gender Gender Differences Goal Orientation Majors (Students) Occupational Aspiration Peer Influence Self Efficacy social cognitive career theory Social Support Groups Social Theories STEM STEM Education Structural Equation Models student perception Students Teacher Influence Vocational Interests
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