Mexican American middle school students' goal intentions in mathematics and science: A test of social cognitive career theory.

By Rachel L. Navarro, Lisa Y. Flores, Roger L. Worthington. 2007

262 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Safety Research

View Paper: https://www.semanticscholar.org/paper/4564a95eadb48ba670e31d9ebaaadd6d05f1c68d

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In Education

In Experimental and Cognitive Psychology

In Safety Research

Citations in the corpus

Integrating Social Class Into Vocational Psychology (2009, unknown): “(e.g., Constantine et al., 1998; Navarro, Flores & Worthington, 2007 ), however, we focus upon”
Relations among math self-efficacy, interest, intentions, and achievement: a social cognitive perspective (2018, background): “Consistent with these views, previous research has shown that self-efficacy in math is moderately and positively associated with mathrelated interests (Fouad & Smith, 1999; Lent, Lopez, & Bieschke, 1991; Lopez et al., 1997; Navarro et al., 2007).”
Expectancy-Value Models for the STEM Persistence Plans of Ninth-Grade, High-Ability Students: A Comparison Between Black, Hispanic, and White Students (2014, result): “However, this finding about the relationship between self-efficacy and persistence contradicts other research on STEM persistence, intentions, and goals that has found mathematics self-efficacy to be predictive of persistence plans (Fouad & Smith, 1996; Mau, 2003; Navarro et al., 2007).”
Racism, Parent Support, and Math-Based Career Interests, Efficacy, and Outcome Expectations Among African American Adolescents (2010, background): “Parent support also has been related to math efficacy among Mexican American (Navarro et al., 2007), Native American and Caucasian (Turner & Lapan, 2003b), and multiethnic (including African American) middle school students (Turner & Lapan, 2002).”
Entrepreneurship as a career choice: intentions, attitudes, and outcome expectations (2019, background): “…has found significant direct relationships between various forms of support and one’s level of self-efficacy, outcome expectations, attitudes towards a particular activity, and intentions (e.g. Lent et al. 2001; 2005; Navarro, Flores, and Worthington 2007; Patel, Salahuddin, and O’Brien 2008).”
Perceived Social Status and Learning Experiences in Social Cognitive Career Theory. (2012, background): “Taken together, this research (e.g., Metz et al., 2009; Navarro et al., 2007; Thompson & Subich, 2006) has documented the important relations of social class, SES, and PSS to several career outcomes.”
The Development of the STEM Career Interest Survey (STEM-CIS) (2014, methodology): “Another method for incorporating aspects of the SCCT to predict student interest in science and mathematics has imputed school-based data into the model (e.g., Navarro et al. 2007).”
Parental Support and Underrepresented Students’ Math/Science Interests (2014, methodology): “Validity for the MSIS has been established through observed relationships with other SCCT constructs (Navarro et al., 2007; Smith & Fouad, 1999).”
SES, Gender, and STEM Career Interests, Goals, and Actions: A Test of SCCT (2019, methodology): “Thus, the explanatory value of SCCT could be improved by controlling for the confounding effects of gender on each of the dependent (endogenous) variables during tests of SCCT (see Navarro et al., 2007).”