Longitudinal test of the social cognitive model of choice in engineering students at historically Black universities

By Robert W. Lent, Hung-Bin Sheu, Clay S. Gloster, G. Wilkins. 2010

164 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Safety Research

View Paper: https://www.semanticscholar.org/paper/e344fc1c16f35dae711b3af01140d0c7e1126194

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In Education

In Experimental and Cognitive Psychology

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Citations in the corpus

Stereotype threat as a barrier to women entering engineering careers (2017, background): “Self-efficacy appears to be a strong predictor of interests, goal formation, and persistence (Inda et al., 2013; Lee et al., 2015; Lent, Lopez, et al., 2008; Lent, Sheu, et al., 2008; Lent et al., 2003, 2014, 2010).”
Why Students Choose STEM Majors (2013, background): “In addition to self-efficacy, other key motivational factors in SCCT that influence choice actions include outcome expectations and interests (Lent et al., 2010).”
SCCT and Underrepresented Populations in STEM Fields (2017, background): “Lopez and Lent (1992) demonstrated the importance of helping students to have successful experiences in math and sciences, as performance accomplishments were found to be the most powerful sources of selfefficacy.”
Parental Support and Underrepresented Students’ Math/Science Interests (2014, result): “This latter finding replicates studies in which the path between outcome expectations and interests has been found to be nonsignificant in tests of the SCCT model with students in STEM disciplines (e.g., Lent, Lopez, Lopez, & Sheu, 2008; Lent et al., 2010).”
Factors Influencing Student STEM Learning: Self-Efficacy and Outcome Expectancy, 21st Century Skills, and Career Awareness (2021, background): “Studies also found that student self-efficacy and expectancy-value beliefs significantly impact their career development and career choices (Ketenci et al., 2020; Lent et al., 2010; Zeldin et al., 2008).”