Evaluación del modelo cognitivo social de desarrollo de la carrera para la predicción de las metas en las materias tecnológicas de estudiantes de bachillerato

  1. Inda-Caro, Mª de las Mercedes 1
  2. Rodríguez-Menéndez, María del Carmen 1
  3. Torío-López, Susana 1
  1. 1 Universidad de Oviedo
    info

    Universidad de Oviedo

    Oviedo, España

    ROR https://ror.org/006gksa02

Revista:
ESE: Estudios sobre educación.

ISSN: 1578-7001

Año de publicación: 2017

Número: 32

Páginas: 49-71

Tipo: Artículo

DOI: 10.15581/004.32.49-71 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: ESE: Estudios sobre educación.

Objetivos de desarrollo sostenible

Resumen

En el trabajo se verificó el modelo cognitivo social del desarrollo de la carrera en una muestra española. Se examinó la contribución de las variables personales (género, estado emocional, estereotipos de género), contextuales (percepción de apoyos y barreras sociales) y cognitivas (creencias de autoeficacia, expectativas de resultados, intereses) en las metas tecnológicas de una muestra de estudiantes de Bachillerato que cursan la modalidad científico-tecnológica (n=1558). Los resultados confirman la sustentabilidad empírica del modelo, destacando que las creencias de autoeficacia predicen las expectativas de resultado, el interés y las metas. Asimismo, las expectativas de resultado influyen en las metas y el interés. Igualmente, se verificó que la percepción de apoyos y barreras sociales influye en las creencias de autoeficacia, expectativas de resultados, intereses y metas. Finalmente, se encontraron diferencias de género en la mayoría de las variables analizadas.

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Información de financiación

Subvención recibida: Investigación financiada por el MICINN (EDU-2010-17233) y FONDOS FEDER.

Financiadores

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Fuente de los datos: Dialnet