Longitudinal relations of self-efficacy to outcome expectations, interests, and major choice goals in engineering students

By Robert W. Lent, Hung-Bin Sheu, Daniel B. Singley, Janet A. Schmidt, L. Schmidt, Clay S. Gloster. 2008

419 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/8e2edca6b35d78acb710f7918e00f08ca658d5f2

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Citations in the corpus

SCCT and Underrepresented Populations in STEM Fields (2017, background): “Lent et al. (2008) and Lent, Sheu, Gloster, and Wilkins (2010) found support for the temporal relationships between self-efficacy, outcome expectations, interests, and goals across two semesters for White and African American engineering students.”
Math and Science Attitudes and Achievement at the Intersection of Gender and Ethnicity (2013, result): “Empirical evidence has generally supported the assertions of SCCT; for example, Lent et al. (2008) reported that self-efficacy in engineering was linked to later outcome expectations, interest, and goals in a longitudinal study with undergraduate engineering students.”
Patterns of Persistence in Intended College Major with a Focus on STEM Majors. (2010, methodology): “The SCCT model represents a cyclical and longitudinal process of major choice and career development (Lent et al., 2008).”
Relations among math self-efficacy, interest, intentions, and achievement: a social cognitive perspective (2018, background): “Although the absence of effects is inconsistent with cross-sectional evidence for a self-efficacy-intentions link (Byars-Winston et al., 2010; Navarro et al., 2007), the findings converge with some previous longitudinal work in the engineering domain (Lent et al., 2008, 2010).”
Why Do Students Choose Engineering? A Qualitative, Longitudinal Investigation of Students' Motivational Values (2010, background): “SCCT has found application in understanding the career choices of engineering students (Lent et al., 2003, 2008a, 2008b; Trenor et al., 2008) and has some overlapping constructs with expectancy-value theory such as ability beliefs, outcome expectations, and interests (Lent, Brown, and Hackett,…”
Pipeline persistence: Examining the association of educational experiences with earned degrees in STEM among U.S. students (2011, result): “Conversely, our models did not provide statistical evidence that self-efficacy played a significant role in student persistence, despite work from others (Lent et al., 2008) suggesting that this factor is important in educational and career aspirations.”
Teacher support, instructional practices, student motivation, and mathematics achievement in high school (2018, result): “This finding is consistent with the findings in vocational domains that self-efficacy has moderate correlation with interest (Rottinghaus et al., 2003; Lent et al., 2008).”
Help seeking, self-efficacy, and writing performance among college students (2011, positive): “Like help seeking, self-efficacy belief has been found to be a predictor of academic success (e.g., Bouchard, Bouffard, Goulet, Denoncourt, & Couture, 2005; Lent et al. 2008; Pajares, 2003, 2006; Pajares & Usher, 2008; Usher & Pajares, 2008; Zimmerman & Bandura, 1994).”