Relation of contextual supports and barriers to choice behavior in engineering majors: Test of alternative social cognitive models.

Abstract

Social cognitive career theory (SCCT; R. w. Lent, S. D. Brown, & G. Hackett, 1994) and general social cognitive theory (Bandura, 1999, 2000) posit somewhat different relations between contextual variables and choice actions. The authors tested the predictions of these 2 model variations. Participants (328 students in an introductory engineering course) completed measures of SCCT's person (self-efficacy, coping efficacy, outcome expectations, interests, academic goals) and contextual variables (environmental supports and barriers) related to the pursuit of engineering majors. Findings indicated good support for a model portraying contextual supports and barriers as linked to choice goals and actions (i.e., persistence in engineering) indirectly, through self-efficacy, rather than directly, as posited by SCCT. Implications for future research on SCCT's choice and environmental hypotheses are discussed.