Relation of Contextual Supports and Barriers to Choice Behavior in Engineering Majors: Test of Alternative Social Cognitive Models.

By Robert W. Lent, Steven D. Brown, Janet A. Schmidt, Bradley R. Brenner, Heather Z. Lyons, Dana Treistman. 2003

654 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Safety Research

View Paper: https://www.semanticscholar.org/paper/e8d60c619ad53d4aa514f090989896d868d941e3

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In Education

In Experimental and Cognitive Psychology

In Safety Research

Citations in the corpus

Patterns of Persistence in Intended College Major with a Focus on STEM Majors. (2010, background): “Lent et al. (2003) found that goals were strongly related to persistence within the major of engineering.”
Career Self-Efficacy Theory: Back to the Future (2006, background): “In actuality, the vast majority of such specific domain tests to date have been with math/science or engineering domains (e.g., Lent et al., 2003; Lent et al., 2005).”
Career Self-Efficacy: Exemplary Recent Research and Emerging Directions (2007, background): “One noteworthy study is that of Lent et al. (2003) of choice goals and persistence for 328 students enrolled in an introductory engineering class.”
Rural Appalachian Youth’s Vocational/Educational Postsecondary Aspirations (2006, background): “More recently, research studies have demonstrated the influence of support variables on career outcomes via their influence on self-efficacy and outcome expectations (Ali et al., 2005; Lent et al., 2003).”
Stereotype threat as a barrier to women entering engineering careers (2017, methodology): “…et al., 2001, 2003), and predict engineering persistence intentions and career goals across numerous studies among engineering students (Inda et al., 2013; Lee, et al., 2015; Lent, Lopez, Lopez, & Sheu, 2008; Lent, Sheu, et al., 2008; Lent et al., 2003, 2014; Lent, Sheu, Gloster, & Wilkins, 2010).”
Cross-Sectional and Longitudinal Disparities in STEM Career Aspirations at the Intersection of Gender, Race/Ethnicity, and Socioeconomic Status (2018, background): “…such as expectancyvalue theory (e.g., Lauermann, Tsai, & Eccles, 2017; Riegle-Crumb, Moore, & Ramos-Wada, 2011) and social cognitive career theory (e.g., Lent et al., 2003; Mau, 2003) that are widely used in research on and intervention for career development and disparities in STEM choices.”
The Application of Social Cognitive Career Theory to Sport and Leisure Career Choices (2005, background): “…theory and is aimed at explaining the manner by which “people (a) develop basic academic and career interests, (b) make and revise their educational and vocational plans, and (c) achieve performances of varying quality in their chosen academic and career pursuits” (Lent et al., 2003, p. 458).”
Providing a Voice: Qualitative Investigation of the Impact of a First‐Year Engineering Experience on Students' Efficacy Beliefs (2008, background): “…and Nauta, 1997), achievement (Hackett et al., 1992; Lent, Brown, and Larken, 1987; Lent et al., 2003; Schaefers, Epperson, and Nauta, 1997), and interest (Hackett et al., 1992; Lent, Brown, and Larken, 1987; Lent, Lopez, and Bieschke, 1991; Lent et al., 2003; Schmidt et al., 2001) in the fields.”
Using Social Cognitive Career Theory to Understand Head Coaching Intentions among Assistant Coaches of Women’s Teams (2007, background): “Recently, research has shown that both supports and barriers have significant associations with self-efficacy estimates in particular (e.g., Cunningham, Bruening, Sagas, Sartore, & Fink, 2005; Lent et al., 2001, 2003 ).”
Effects of role model exposure on STEM and non-STEM student engagement (2016, background): “These additional measures are related to STEM entrance and dropout (Lent et al., 2003; Rosenthal, London, Levy, Lobel, & Herrera-Alcazar, 2011; Wang, 2013), and may be proximal causes that lead to students eventually disengaging from STEM domain.”
Barriers and Supports for Continuing in Mathematics and Science: Gender and Educational Level Differences ☆ (2010, background): “Lent et al. (2003) advanced this field of study by examining the role of both contextual barriers and supports in influencing the choice of an engineering major.”
Connecting High School Physics Experiences, Outcome Expectations, Physics Identity, and Physics Career Choice: A Gender Study. (2010, positive): “We use the term ‘‘ outcome expectations ’’ in this article to refer to career-related outcome expectations (the outcome expectation items on our instrument are in accordancewith Lent et al., 2003).”
An Analysis of Motivation Constructs with First‐Year Engineering Students: Relationships Among Expectancies, Values, Achievement, and Career Plans (2010, background): “, one’s judgment of his or her ability to perform a task in engineering), as an important factor in engineering students’ persistence, achievement, and interest (Hackett, 1992; Lent et al., 2003; Schaefers, Epperson, and Nauta, 1997; Seymour and Hewitt, 1997).”