Math and Science Social Cognitive Variables in College Students

By Angela Byars-Winston, N. Fouad. 2008

125 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/9582a60ee75792d0693fd9a1e29414a78832820a

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In Experimental and Cognitive Psychology

In Safety Research

In Social Psychology

Citations in the corpus

Predicting Occupational Interests and Choice Aspirations in Portuguese High School Students: A Test of Social Cognitive Career Theory. (2010, background): “In addition, much of the existing research has focused on SCCT’s central person variables (e.g., self-efficacy), with less attention to the role of the contextual variables (e.g., Byars-Winston & Fouad, 2008; Ferry, Fouad, & Smith, 2000; Lent, Lopez, Lopez, & Sheu, 2008; Lent et al., 2001).”
SCCT and Underrepresented Populations in STEM Fields (2017, background): “A. M. Byars-Winston and Fouad (2008) found that coping efficacy and parental support positively predicted math and science goals, while career barriers were negative predictors of goals.”
Influential Factors in Academic and Career Self‐Efficacy: Attachment, Supports, and Career Barriers (2014, background): “These subscales are theoretically based on Crites’s (1978) five career choice competencies from his model of career maturity.”
Parental Support and Underrepresented Students’ Math/Science Interests (2014, methodology): “Support provided by parents has been described as a background contextual affordance in prior SCCT research (Byars-Winston & Fouad, 2008).”
Math and Science Pursuits: A Self-Efficacy Intervention Comparison Study (2010, background): “…many studies demonstrating that self-efficacy in math is related to STEM interests (Rottinghaus, Larson, & Borgen, 2003) and is a significant factor in vocational selection across demographic groups (e.g., Byars-Winston & Fouad, 2008; Ferry, Fouad, & Smith, 2000; Lent et al., 2001; Lindley, 2006).”
Stereotype threat as a barrier to women entering engineering careers (2017, background): “…(Garriott, Raque-Bogdan, Zoma, Mackie-Hernandez, & Lavin, 2016), parental support and math/science goals explained by self-efficacy (Navarro, Flores, & Worthington, 2007) and parental involvement (distal contextual influence) and barriers among undergraduate students (Byars-Winston & Fouad, 2008).”