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Math interest and choice intentions of non-traditional African-American college students [An article from: Journal of Vocational Behavior]
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This digital document is a journal article from Journal of Vocational Behavior, published by Elsevier in 2006. The article is delivered in HTML format and is available in your Amazon.com Media Library immediately after purchase. You can view it with any web browser.
Description:
This study investigated the application of the social-cognitive career theory (SCCT) (Lent, Brown, & Hackett, 1994) to the math interest and choice intentions of non-traditional African-American college student population. The associations between the social-cognitive constructs were examined to identify their relation to math interest and choice intentions. The participants were 156 college students enrolled at a Midwestern, predominantly African-American university. The results supported the application of this model to the non-traditional population. Math self-efficacy was the strongest factor in developing and predicting math interest and choice intentions. The link between outcome expectations and choice intentions was not evident. Implications for future research are discussed.
Description:
This study investigated the application of the social-cognitive career theory (SCCT) (Lent, Brown, & Hackett, 1994) to the math interest and choice intentions of non-traditional African-American college student population. The associations between the social-cognitive constructs were examined to identify their relation to math interest and choice intentions. The participants were 156 college students enrolled at a Midwestern, predominantly African-American university. The results supported the application of this model to the non-traditional population. Math self-efficacy was the strongest factor in developing and predicting math interest and choice intentions. The link between outcome expectations and choice intentions was not evident. Implications for future research are discussed.
