Subject-Matter Specificity of Self-Efficacy, Outcome Expectancies, Interests, and Goals: Implications for the Social-Cognitive Model
This study was designed to investigate the academic-subject-matter domain specificity of self-efficacy, interests, outcome expectations, and goals. Four major subject-matter domains were selected to investigate this issue: math/science, art, social studies, and English. To examine this question, 16...
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| Veröffentlicht in: | Journal of counseling psychology 1999-10, Vol.46 (4), p.461-471 |
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| container_issue | 4 |
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| container_title | Journal of counseling psychology |
| container_volume | 46 |
| creator | Smith, Philip L Fouad, Nadya A |
| description | This study was designed to investigate the
academic-subject-matter domain specificity of self-efficacy,
interests, outcome expectations, and goals. Four major
subject-matter domains were selected to investigate this issue:
math/science, art, social studies, and English. To examine this
question, 16 instruments were constructed to measure the 4 concepts
across the 4 subject domains. An analytical strategy similar to that
used in multitrait multimethod studies was used. Using this
strategy, a series of factor models was tested for fit to the data
using confirmatory factor analytic procedures. Results indicated
that a factor solution that accommodated both distinct subject
matters and distinct constructs provided the best fit to the data,
supporting the existence of the constructs of academic
self-efficacy, interests, outcome expectancies, and goals that are
specific to each subject-matter domain. |
| doi_str_mv | 10.1037/0022-0167.46.4.461 |
| format | Article |
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academic-subject-matter domain specificity of self-efficacy,
interests, outcome expectations, and goals. Four major
subject-matter domains were selected to investigate this issue:
math/science, art, social studies, and English. To examine this
question, 16 instruments were constructed to measure the 4 concepts
across the 4 subject domains. An analytical strategy similar to that
used in multitrait multimethod studies was used. Using this
strategy, a series of factor models was tested for fit to the data
using confirmatory factor analytic procedures. Results indicated
that a factor solution that accommodated both distinct subject
matters and distinct constructs provided the best fit to the data,
supporting the existence of the constructs of academic
self-efficacy, interests, outcome expectancies, and goals that are
specific to each subject-matter domain.</description><identifier>ISSN: 0022-0167</identifier><identifier>EISSN: 1939-2168</identifier><identifier>DOI: 10.1037/0022-0167.46.4.461</identifier><identifier>CODEN: JLCPAT</identifier><language>eng</language><publisher>Washington, DC: American Psychological Association</publisher><subject>Academic Ability ; Biological and medical sciences ; Career Choice ; Cognition & reasoning ; College Academic Achievement ; College Students ; Educational Aspirations ; Educational Measures ; Expectations ; Female ; Fundamental and applied biological sciences. Psychology ; Goal setting ; Higher Education ; Human ; Literature ; Male ; Mathematics Education ; Motivation. Job satisfaction. Attitude ; Objectives ; Occupational psychology ; Outcomes Expectancy ; Psychology ; Psychology. Psychoanalysis. Psychiatry ; Psychology. Psychophysiology ; Science Education ; Self Efficacy ; Social cognitive career model ; Social Sciences ; Student Interests ; Students ; Subject matter specificity ; Test Validity ; Undergraduate Education ; Universities ; USA ; Vocational Interests</subject><ispartof>Journal of counseling psychology, 1999-10, Vol.46 (4), p.461-471</ispartof><rights>1999 American Psychological Association</rights><rights>1999 INIST-CNRS</rights><rights>Copyright American Psychological Association Oct 1999</rights><rights>1999, American Psychological Association</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-a473t-3421cf474b698dcd180a28eb185ae883cde7a5f4bed79e00dfd839c9f2effc143</citedby></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,777,781,27850,27905,27906,30980,30981</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ603043$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttp://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=1987643$$DView record in Pascal Francis$$Hfree_for_read</backlink></links><search><contributor>Hill, Clara E</contributor><creatorcontrib>Smith, Philip L</creatorcontrib><creatorcontrib>Fouad, Nadya A</creatorcontrib><title>Subject-Matter Specificity of Self-Efficacy, Outcome Expectancies, Interests, and Goals: Implications for the Social-Cognitive Model</title><title>Journal of counseling psychology</title><description>This study was designed to investigate the
academic-subject-matter domain specificity of self-efficacy,
interests, outcome expectations, and goals. Four major
subject-matter domains were selected to investigate this issue:
math/science, art, social studies, and English. To examine this
question, 16 instruments were constructed to measure the 4 concepts
across the 4 subject domains. An analytical strategy similar to that
used in multitrait multimethod studies was used. Using this
strategy, a series of factor models was tested for fit to the data
using confirmatory factor analytic procedures. Results indicated
that a factor solution that accommodated both distinct subject
matters and distinct constructs provided the best fit to the data,
supporting the existence of the constructs of academic
self-efficacy, interests, outcome expectancies, and goals that are
specific to each subject-matter domain.</description><subject>Academic Ability</subject><subject>Biological and medical sciences</subject><subject>Career Choice</subject><subject>Cognition & reasoning</subject><subject>College Academic Achievement</subject><subject>College Students</subject><subject>Educational Aspirations</subject><subject>Educational Measures</subject><subject>Expectations</subject><subject>Female</subject><subject>Fundamental and applied biological sciences. Psychology</subject><subject>Goal setting</subject><subject>Higher Education</subject><subject>Human</subject><subject>Literature</subject><subject>Male</subject><subject>Mathematics Education</subject><subject>Motivation. Job satisfaction. Attitude</subject><subject>Objectives</subject><subject>Occupational psychology</subject><subject>Outcomes Expectancy</subject><subject>Psychology</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychology. Psychophysiology</subject><subject>Science Education</subject><subject>Self Efficacy</subject><subject>Social cognitive career model</subject><subject>Social Sciences</subject><subject>Student Interests</subject><subject>Students</subject><subject>Subject matter specificity</subject><subject>Test Validity</subject><subject>Undergraduate Education</subject><subject>Universities</subject><subject>USA</subject><subject>Vocational Interests</subject><issn>0022-0167</issn><issn>1939-2168</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>1999</creationdate><recordtype>article</recordtype><sourceid>K30</sourceid><sourceid>7QJ</sourceid><recordid>eNp9kU2LFDEQhoMoOK7-AfHQqHhxe8xX5-Moy7iurOxhFI8hU12BHnq62yQNzr837SwrLuqlKuR9qlKpl5DnjK4ZFfodpZzXlCm9lmotS2APyIpZYWvOlHlIVnfAY_IkpT2lTApjV-Tbdt7tEXL92eeMsdpOCF3ooMvHagzVFvtQb0K58HA8r27mDOMBq82PgmU_QIfpvLoaSiWmXI5-aKvL0ffpKXkUSsJnt_mMfP2w-XLxsb6-uby6eH9de6lFroXkDILUcqesaaFlhnpucMdM49EYAS1q3wS5w1ZbpLQNrREWbOAYApQ_nJE3p75THL_PZQh36BJg3_sBxzm5RmsrONUFfHkP3I9zHMpsTi27aAxX_4O4UA2XjWEFevUvqOxaaGsaawvFTxTEMaWIwU2xO_h4dIy6xTO3WOIWS5xUTpawtH5929on8H2Iy4rT70prtJKiYC9OGMYO7tTNJ0UF_SW_Pcl-8m5KR_Axd9BjgjlGHLKDcf7Lm_fpP7GfSla5wQ</recordid><startdate>19991001</startdate><enddate>19991001</enddate><creator>Smith, Philip L</creator><creator>Fouad, Nadya A</creator><general>American Psychological Association</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>IQODW</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>IOIBA</scope><scope>K30</scope><scope>PAAUG</scope><scope>PAWHS</scope><scope>PAWZZ</scope><scope>PAXOH</scope><scope>PBHAV</scope><scope>PBQSW</scope><scope>PBYQZ</scope><scope>PCIWU</scope><scope>PCMID</scope><scope>PCZJX</scope><scope>PDGRG</scope><scope>PDWWI</scope><scope>PETMR</scope><scope>PFVGT</scope><scope>PGXDX</scope><scope>PIHIL</scope><scope>PISVA</scope><scope>PJCTQ</scope><scope>PJTMS</scope><scope>PLCHJ</scope><scope>PMHAD</scope><scope>PNQDJ</scope><scope>POUND</scope><scope>PPLAD</scope><scope>PQAPC</scope><scope>PQCAN</scope><scope>PQCMW</scope><scope>PQEME</scope><scope>PQHKH</scope><scope>PQMID</scope><scope>PQNCT</scope><scope>PQNET</scope><scope>PQSCT</scope><scope>PQSET</scope><scope>PSVJG</scope><scope>PVMQY</scope><scope>PZGFC</scope><scope>7QJ</scope><scope>7RZ</scope><scope>PSYQQ</scope></search><sort><creationdate>19991001</creationdate><title>Subject-Matter Specificity of Self-Efficacy, Outcome Expectancies, Interests, and Goals</title><author>Smith, Philip L ; Fouad, Nadya A</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-a473t-3421cf474b698dcd180a28eb185ae883cde7a5f4bed79e00dfd839c9f2effc143</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>1999</creationdate><topic>Academic Ability</topic><topic>Biological and medical sciences</topic><topic>Career Choice</topic><topic>Cognition & reasoning</topic><topic>College Academic Achievement</topic><topic>College Students</topic><topic>Educational Aspirations</topic><topic>Educational Measures</topic><topic>Expectations</topic><topic>Female</topic><topic>Fundamental and applied biological sciences. Psychology</topic><topic>Goal setting</topic><topic>Higher Education</topic><topic>Human</topic><topic>Literature</topic><topic>Male</topic><topic>Mathematics Education</topic><topic>Motivation. Job satisfaction. Attitude</topic><topic>Objectives</topic><topic>Occupational psychology</topic><topic>Outcomes Expectancy</topic><topic>Psychology</topic><topic>Psychology. Psychoanalysis. Psychiatry</topic><topic>Psychology. Psychophysiology</topic><topic>Science Education</topic><topic>Self Efficacy</topic><topic>Social cognitive career model</topic><topic>Social Sciences</topic><topic>Student Interests</topic><topic>Students</topic><topic>Subject matter specificity</topic><topic>Test Validity</topic><topic>Undergraduate Education</topic><topic>Universities</topic><topic>USA</topic><topic>Vocational Interests</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Smith, Philip L</creatorcontrib><creatorcontrib>Fouad, Nadya A</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>Pascal-Francis</collection><collection>CrossRef</collection><collection>Periodicals Index Online Segment 29</collection><collection>Periodicals Index Online</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - West</collection><collection>Primary Sources Access (Plan D) - International</collection><collection>Primary Sources Access & Build (Plan A) - MEA</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Midwest</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Northeast</collection><collection>Primary Sources Access (Plan D) - Southeast</collection><collection>Primary Sources Access (Plan D) - North Central</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Southeast</collection><collection>Primary Sources Access (Plan D) - South Central</collection><collection>Primary Sources Access & Build (Plan A) - UK / I</collection><collection>Primary Sources Access (Plan D) - Canada</collection><collection>Primary Sources Access (Plan D) - EMEALA</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - North Central</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - South Central</collection><collection>Primary Sources Access & Build (Plan A) - International</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - International</collection><collection>Primary Sources Access (Plan D) - West</collection><collection>Periodicals Index Online Segments 1-50</collection><collection>Primary Sources Access (Plan D) - APAC</collection><collection>Primary Sources Access (Plan D) - Midwest</collection><collection>Primary Sources Access (Plan D) - MEA</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Canada</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - UK / I</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - EMEALA</collection><collection>Primary Sources Access & Build (Plan A) - APAC</collection><collection>Primary Sources Access & Build (Plan A) - Canada</collection><collection>Primary Sources Access & Build (Plan A) - West</collection><collection>Primary Sources Access & Build (Plan A) - EMEALA</collection><collection>Primary Sources Access (Plan D) - Northeast</collection><collection>Primary Sources Access & Build (Plan A) - Midwest</collection><collection>Primary Sources Access & Build (Plan A) - North Central</collection><collection>Primary Sources Access & Build (Plan A) - Northeast</collection><collection>Primary Sources Access & Build (Plan A) - South Central</collection><collection>Primary Sources Access & Build (Plan A) - Southeast</collection><collection>Primary Sources Access (Plan D) - UK / I</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - APAC</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - MEA</collection><collection>Applied Social Sciences Index & Abstracts (ASSIA)</collection><collection>APA PsycArticles®</collection><collection>ProQuest One Psychology</collection><jtitle>Journal of counseling psychology</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Smith, Philip L</au><au>Fouad, Nadya A</au><au>Hill, Clara E</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ603043</ericid><atitle>Subject-Matter Specificity of Self-Efficacy, Outcome Expectancies, Interests, and Goals: Implications for the Social-Cognitive Model</atitle><jtitle>Journal of counseling psychology</jtitle><date>1999-10-01</date><risdate>1999</risdate><volume>46</volume><issue>4</issue><spage>461</spage><epage>471</epage><pages>461-471</pages><issn>0022-0167</issn><eissn>1939-2168</eissn><coden>JLCPAT</coden><abstract>This study was designed to investigate the
academic-subject-matter domain specificity of self-efficacy,
interests, outcome expectations, and goals. Four major
subject-matter domains were selected to investigate this issue:
math/science, art, social studies, and English. To examine this
question, 16 instruments were constructed to measure the 4 concepts
across the 4 subject domains. An analytical strategy similar to that
used in multitrait multimethod studies was used. Using this
strategy, a series of factor models was tested for fit to the data
using confirmatory factor analytic procedures. Results indicated
that a factor solution that accommodated both distinct subject
matters and distinct constructs provided the best fit to the data,
supporting the existence of the constructs of academic
self-efficacy, interests, outcome expectancies, and goals that are
specific to each subject-matter domain.</abstract><cop>Washington, DC</cop><pub>American Psychological Association</pub><doi>10.1037/0022-0167.46.4.461</doi><tpages>11</tpages></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0022-0167 |
| ispartof | Journal of counseling psychology, 1999-10, Vol.46 (4), p.461-471 |
| issn | 0022-0167 1939-2168 |
| language | eng |
| recordid | cdi_proquest_miscellaneous_57793207 |
| source | EBSCOhost APA PsycARTICLES; Periodicals Index Online; Applied Social Sciences Index & Abstracts (ASSIA) |
| subjects | Academic Ability Biological and medical sciences Career Choice Cognition & reasoning College Academic Achievement College Students Educational Aspirations Educational Measures Expectations Female Fundamental and applied biological sciences. Psychology Goal setting Higher Education Human Literature Male Mathematics Education Motivation. Job satisfaction. Attitude Objectives Occupational psychology Outcomes Expectancy Psychology Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Science Education Self Efficacy Social cognitive career model Social Sciences Student Interests Students Subject matter specificity Test Validity Undergraduate Education Universities USA Vocational Interests |
| title | Subject-Matter Specificity of Self-Efficacy, Outcome Expectancies, Interests, and Goals: Implications for the Social-Cognitive Model |
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