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dc.contributor.advisorFlores, Lisa Y. (Lisa Yvonne), 1969-eng
dc.contributor.authorGarriott, Patton O.eng
dc.date.issued2012eng
dc.date.submitted2012 Summereng
dc.descriptionTitle from PDF of title page (University of Missouri--Columbia, viewed on October 26, 2012).eng
dc.descriptionThe entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file.eng
dc.descriptionDissertation advisor: Dr. Lisa Y. Floreseng
dc.descriptionIncludes bibliographical references.eng
dc.descriptionVita.eng
dc.descriptionPh. D. University of Missouri-Columbia 2012.eng
dc.descriptionDissertations, Academic -- University of Missouri--Columbia -- Educational and counseling psychology.eng
dc.description"July, 2012"eng
dc.description.abstractThe present study used Social Cognitive Career Theory (SCCT; Lent, Brown, & Hackett, 1994) to examine the math/science career goals of a sample (N = 308) of low-income, prospective first generation college students. Specifically, the relations among contextual (i.e., parental support, intrinsic motivation for math/science, learning experiences, proximal supports) and social cognitive (math/science self-efficacy, outcome expectations, interests, and goals) factors were examined. Results of structural equation modeling analyses suggested significant relationships between variables, but poor fit of the SCCT model to the data. Mediation tests were statistically significant, but model-fit data suggested these results should be interpreted with caution. A moderation test was not statistically significant, indicating proximal supports did not moderate the relationship between math/science interests and goals. Findings are discussed in relation to implications for future research and practice.eng
dc.format.extentvi, 106 pageseng
dc.identifier.oclc872568862eng
dc.identifier.otherGarriottP-061412-D14eng
dc.identifier.urihttp://hdl.handle.net/10355/15876eng
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcollectionUniversity of Missouri--Columbia. Graduate School. Theses and Dissertations.eng
dc.subjectsocial cognitive theoryeng
dc.subjectfirst-generation studentseng
dc.subjectcareer developmenteng
dc.titleTesting a social cognitive model of math/science career goals in low-income prospective first generation college studentseng
dc.typeThesiseng
thesis.degree.disciplineEducational and counseling psychology (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.namePh. D.eng


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