Social cognitive career theory: evidence model with a sample of undergraduate students from science disciplines

Abstract

INTRODUCTION. This research examines several hypotheses of social cognitive theory of career development (SCCT) (Lent, Brown y Hackett, 1994) taking as a sample undergraduate students from the field of science. This theory explains the vocational choices made by students and which takes into accoun the influence of different variables: self-efficacy beliefs, outcome expectations, interest, goals and barriers and perceived social support. METHOD. We apply the instrument Engineering Fields Questionnaire, adapted for the research group for its application to the sample of science students. We assessed the factor structure of the questionnaire and SCCT model was tested using the statistical technique of Structural Equation. RESULTS. The influence of self-efficacy beliefs and outcome expectations on interest in scientific activities and attempts to persist in their chosen studies were tested. However, other basic hypotheses of SCCT model were not substantiated, as in the case of the influence of self-efficacy beliefs on outcome expectations. DISCUSSION. Further research should examine more closely, the model application for college science students.