Testing a social cognitive model of math/science career goals in low-income prospective first generation college students

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Testing a social cognitive model of math/science career goals in low-income prospective first generation college students

Please use this identifier to cite or link to this item: http://hdl.handle.net/10355/15876

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dc.contributor.advisor Flores, Lisa Y. (Lisa Yvonne), 1969- en_US
dc.contributor.author Garriott, Patton O.
dc.contributor.other University of Missouri-Columbia. Graduate School. Theses and Dissertations. Dissertations. 2012 Dissertations en_US
dc.date.accessioned 2012-10-26T18:45:49Z
dc.date.available 2012-10-26T18:45:49Z
dc.date.issued 2012
dc.date.submitted 2012 Summer en_US
dc.identifier.other GarriottP-061412-D14
dc.identifier.uri http://hdl.handle.net/10355/15876
dc.description Title from PDF of title page (University of Missouri--Columbia, viewed on October 26, 2012). en_US
dc.description The 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. en_US
dc.description Dissertation advisor: Dr. Lisa Y. Flores en_US
dc.description Includes bibliographical references. en_US
dc.description Vita. en_US
dc.description Ph. D. University of Missouri-Columbia 2012. en_US
dc.description Dissertations, Academic -- University of Missouri--Columbia -- Educational and counseling psychology. en_US
dc.description "July, 2012" en_US
dc.description.abstract The 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. en_US
dc.format.extent vi, 106 pages en_US
dc.language.iso en_US en_US
dc.publisher University of Missouri--Columbia en_US
dc.relation.ispartof 2012 Freely available dissertations (MU) en_US
dc.subject social cognitive theory en_US
dc.subject first-generation students en_US
dc.subject career development en_US
dc.title Testing a social cognitive model of math/science career goals in low-income prospective first generation college students en_US
dc.type Thesis en_US
thesis.degree.discipline Educational and counseling psychology en_US
thesis.degree.grantor University of Missouri--Columbia en_US
thesis.degree.name Ph. D. en_US
thesis.degree.level Doctoral en_US


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