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

Journal:
ESE: Estudios sobre educación.

ISSN: 1578-7001

Year of publication: 2017

Issue: 32

Pages: 49-71

Type: Article

DOI: 10.15581/004.32.49-71 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: ESE: Estudios sobre educación.

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Abstract

The authors of this paper have examined the relative contribution of personal (gender, emotional state, gender roles attitudes), contextual (perceived social supports and barriers) and cognitive (self-efficacy beliefs, interests, outcome expectations) variables to technological goals in a sample (N=1558) of high school Spanish students. The results of path analysis have provided confirmation for the extension of the Social-Cognitive Career Theory model, indicating that self-efficacy predicted interest, outcome expectations and goals. Additionally, outcome expectations predicted goals and interest. Perceived social support and perceived social barriers were related with self-efficacy, outcome expectations, goals and interest. Finally, there were gender differences in most variables.

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Funding information

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

Funders

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Data source: Dialnet