Department of Educational, School, and Counseling Psychology.
Department of Counseling Psychology and Community Services, University of North Dakota.
J Couns Psychol. 2014 Jan;61(1):81-92. doi: 10.1037/a0034577. Epub 2013 Nov 4.
The current study tests a model of academic satisfaction in engineering based on Lent, Brown, and Hackett's (1994, 2000) social cognitive career theory among a sample of 527 engineering majors attending a Hispanic serving institution. The findings indicated that (a) an alternative bidirectional model fit the data for the full sample; (b) all of the hypothesized relations were significant for the full sample, except the path from engineering interests to goals; (c) social cognitive career theory predictors accounted for a significant amount of variance in engineering goals (26.6%) and academic satisfaction (45.1%); and (d) the model parameters did not vary across men and women or across Latino/a and White engineering undergraduate students. Implications for research and practice are discussed in relation to persistence in engineering among women and Latinos/as.
本研究基于 Lent、Brown 和 Hackett（1994、2000）的社会认知职业理论，在一所服务于西班牙裔学生的机构中对 527 名工科专业学生进行了一项工科生学业满意度模型测试。研究结果表明：（a）对于全样本而言，一种替代性的双向模型拟合数据；（b）除了工科兴趣与目标之间的路径外，全样本的所有假设关系均具有显著意义；（c）社会认知职业理论预测因素在工科目标（26.6%）和学业满意度（45.1%）方面解释了显著的方差；（d）该模型参数在男女工科本科生或拉丁裔/白人工科本科生之间没有差异。研究结果讨论了与女性和拉丁裔/西班牙裔工科生的工科生保留率相关的研究和实践意义。
