Abstract
This study tested social cognitive career theory (SCCT) in the technological domain with 2,359 high-school students in Asturias (Spain). Path analyses were run to determine the influence of gender on the SCCT model and to explain the influence of personal (emotional state, gender-role attitudes), contextual (perceived social supports and barriers), and cognitive (self-efficacy beliefs, outcome expectations) variables on technological interest. The results almost entirely confirm the SCCT model for Spanish high-school students in both the boys’ and girls’ samples. Further, the results show that girls and boys do not differ significantly as far as the different variables are concerned.
Résumé
L’influence des variables sociocognitives et de genre sur les intérêts académiques technologiques auprès de lycéens espagnols: Test de la théorie sociocognitive de la carrier. Dans cette étude, nous avons testé la théorie sociocognitive de carrière (SCCT) dans le domaine technologique auprès de 2,359 lycéens aux Asturies (Espagne). Des analyses de pistes causales ont été réalisées dans le but de déterminer l’influence du genre sur le modèle SCCT et d’expliquer l’influence des variables personnelles (état émotionnel, attitudes portant sur les rôles liés au genre), contextuelles (soutien social perçu et barrières), et cognitives (sentiment d’efficacité personnelle, attentes de résultat) sur les intérêts technologiques. Les résultats confirment presque entièrement le modèle SCCT pour les lycéens espagnols dans les deux échantillons de garçons et de filles, respectivement. De plus, les résultats montrent que les filles et les garçons ne diffèrent pas de manière significative sur différentes variables étudiées.
Zusammenfassung
Der Einfluss von sozial-kognitiven und geschlechtsspezifischen Variablen auf das technisch, akademisches Interesse bei spanischen High-School Studenten: Ein Test der sozial-kognitiven Karrieretheorie. In dieser Studie wurde die sozial-kognitive Karrieretheorie (SCCT) im technischen Bereich anhand von 2,359 High-School Studenten in Asturien (Spanien) überprüft. Es wurden Pfadanalysen durchgeführt, um den Einfluss von Geschlecht auf das SCCT Modell zu bestimmen, und den Einfluss von persönlichen (Gefühlszustand, Einstellung zu Geschlechterrollen), kontextuellen (wahrgenommene soziale Unterstützung und Barrieren) und kognitiven (Selbstwirksamkeitsüberzeugung, Ergebniserwartung) Variablen auf das technische Interesse zu erklären. Die Ergebnisse bestätigen das SCCT Model für spanische High-School Studenten nahezu vollständig, sowohl in der Stichprobe der Jungen, als auch der Mädchen. Zusätzlich zeigten die Ergebnisse, dass sich Mädchen und Jungen nicht signifikant in den betrachteten Variablen unterscheiden.
Resumen
La influencia del género y de variables socio-cognitivas en el interés por la tecnología de estudiantes españoles que cursan la educación secundaria: validación de la Teoría Cognitivo Social de Desarrollo de la Carrera. El estudio que presentamos ha tenido como objetivo validar la Teoría Cognitivo Social de Desarrollo de la Carrera en el ámbito tecnológico con una muestra de 2,359 estudiantes de secundaria de Asturias (España). Se ha realizado un path análisis para determinar la influencia del género en el modelo SCCT y para explicar la influencia de variables personales (estado emocional, actitudes hacia los roles de género), contextuales (percepción de apoyos y barreras sociales) y cognitivas (creencias de autoeficacia, expectativas de resultados) sobre el interés tecnológico. Los resultados obtenidos confirman la mayoría del modelo SCCT tanto en la muestra de varones como en la de mujeres. Además, los resultados verifican que las puntuaciones de chicos y chicas no difieren significativamente en las distintas variables analizadas.
Similar content being viewed by others
References
Akinsola, P., & Ben, A. (1993). The gender factor in computer anxiety and interest among some Australian high school students. Educational Research, 35, 181–189. doi:10.1080/0013188930350207.
Anderson, N., Lankshear, C., Timms, C., & Courtney, L. (2008). “Because it’s boring, irrelevant and I don’t like computers”: Why high school girls avoid professionally-oriented ICT subjects. Computers & Education, 50, 1304–1318. doi:10.1016/j.compedu.2006.12.003.
Barkatsas, A., Kasimatis, K., & Gialamas, V. (2009). Learning secondary mathematics with technology: Exploring the complex interrelationship between student’s attitudes, engagement, gender and achievement. Computers & Education, 52, 562–570. doi:10.1016/j.compedu.2008.11.001.
Betz, N., & Schifano, R. (2000). Evaluation of an intervention to increase realistic self-efficacy and interests in college women. Journal of Vocational Behavior, 56, 35–52. doi:10.1006/jvbe.1999.1690.
Bovée, C., Voogt, J., & Meelissen, M. (2007). Computer attitudes of primary and secondary in South Africa. Computers in Human Behavior, 23, 1762–1776. doi:10.1016/j.chb.2005.10.004.
Britner, G., & Pajares, F. (2001). Self-efficacy beliefs, motivation, race, and gender in middle school science. Journal of Women and Minorities in Science and Engineering, 7, 269–283. doi:10.1002/tea.2013.
Britner, S., & Pajares, F. (2006). Sources of science self-efficacy beliefs of middle school students. Journal of Research in Science Teaching, 43, 485–499. doi:10.1002/tea.20131.
Cakir, O. (2012). Students’ self-confidence and attitude regarding computer: an international analysis based on computer availability and gender factor. Procedia-Social and Behavioral Sciences, 47, 1017–1022. doi:10.1016/j.sbspro.2012.06.772.
Campbell, N. (1990). High school student’s computer attitudes and attributions: gender and ethnic group differences. Journal of Adolescent Research, 5, 485–499. doi:10.1177/074355489054007.
Chua, S. L., Chen, D.-T., & Wong, A. F. L. (1999). Computer anxiety and its correlates: a meta-analysis. Computers in Human Behavior, 15, 609–623. doi:10.1016/S0747-5632(99)00039-4.
Comber, C., Colley, A., Hargreaves, D. J., & Dorn, L. (1997). The effects of age, gender and computer experience upon computer attitudes. Educational Research, 39, 123–133. doi:10.1080/0013188970390201.
Constantine, M., Wallace, B., & Kindaichi, M. (2005). Examining contextual factors in the career decision status of African American adolescents. Journal of Career Assessment, 13, 307–319. doi:10.1177/1069072705274960.
Cupani, M., De Minzi, M. C., Pérez, E. R., & Pautassi, R. M. (2010). An assessment of a social cognitive career model of academic performance in mathematics in Argentinean middle school students. Learning and Individual Differences, 20, 659–663. doi:10.1016/j.lindif.2010.03.006.
Cupani, M., & Lorenzo, J. (2010). Evaluación de un modelo social cognitivo del rendimiento en matemática en una población de preadolescentes argentinos. Infancia y Aprendizaje, 33, 63–74. doi:10.1174/021037010790317216.
Dhanjal, S., & Kwiatkowska, M. (2003). Women in computing: perceptions of computing science among female students in high schools and colleges. In V. V. Toropov & A. A. Filatov (Eds.), Proceedings of western Canadian conference on computing education, Courtenay, Canada.
European Union (2012). Communication from the commission to the European parliament, the council, the European economic and social committee and the committee of the regions. Rethinking Education: Investing in skills for better socio-economic outcomes. (Report 20.11.2012. COM(2012) 669 final). Strasbourg: European Union.
Fletcher-Flinn, C. M., & Suddendorf, T. (1996). Computer attitudes, gender and exploratory behavior: A developmental study. Journal of Educational Computing Research, 15, 389–392. doi:10.2190/LK8M-TWU3-MWGF-9T1T.
Flores, L., Navarro, R., & Dewitz, S. (2008). Mexican American high school students’ postsecondary educational goals. Applying social cognitive career theory. Journal of Career Assessment, 16, 489–501. doi:10.1177/1069072708318905.
Flores, L., Navarro, R., Smith, J., & Plosjaz, A. (2006). Testing a model of nontraditional career choice goals with Mexican American adolescent men. Journal of Career Assessment, 14, 214–234. doi:10.1177/0894845308327739.
Flores, L., & O’Brien, K. (2002). The career development of Mexican American adolescent women: a test of social cognitive career theory. Journal of Counselling Psychology, 49, 14–27. doi:10.1037/0022-0167.49.1.14.
Flores, L., & Obasi, E. M. (2005). Mentor’s influence on Mexican American student’s career and educational development. Journal of Multicultural Counselling and Development, 33, 146–164. doi:10.1002/j.2161-1912.2005.tb00013.x.
Flores, L., Robitschek, C., Celebi, E., Andersen, C., & Hoang, U. (2010). Social cognitive influences on Mexican Americans career choices across Holland’s themes. Journal of Vocational Behavior, 76, 198–210. doi:10.1016/j.jvb.2009.11.002.
Fouad, N. A., Hackett, G., Smith, P. L., Kantamneni, N., Fitzpatrick, M., Haag, S., & Spencer, D. (2010). Barriers and supports for continuing in mathematics and science: Gender and educational level differences. Journal of Vocational Behavior, 77, 361–373. doi:10.1016/j.jvb.2010.06.004.
Fouad, N. A., & Smith, P. L. (1996). A test of a social cognitive model for middle school students: Math and science. Journal of Counselling Psychology, 43, 338–346. doi:10.1037/0022-0167.43.3.338.
Fouad, F., Smith, P. L., & Enochs, I. (1997). Reliability and validity evidence for the middle school self-efficacy scale. Measurement and Evaluation in Counselling and Development, 30, 17–31.
Gushue, G., & Whitson, M. (2006). The relationship of ethnic identity and gender role attitudes to the development of career choice goals among black and Latina girls. Journal of Counselling Psychology, 68, 85–95. doi:10.1177/0894845306293416.
Inda, M., Rodríguez, C., & Peña, V. (2013). Gender differences in applying social cognitive career theory in engineering students. Journal of Vocational Behavior, 83, 346–355. doi:10.1016/j.jvb.2013.06.010.
Kadijevich, D. (2000). Gender differences in computer attitude among ninth-grade students. Journal of Educational Computing Research, 22, 145–154. doi:10.2190/K4U2-PWQG-RE8L-UV90.
Lent, R. W., & Brown, S. (2006). On conceptualizing and assessing social cognitive constructs in careers research: A measurement guide. Journal of Career Assessment, 14, 12–35. doi:10.1177/1069072705281364.
Lent, R. W., & Sheu, H. (2010). Applying social cognitive career theory across cultures: Empirical status. In J. G. Ponterotto, J. M. Casas, L. A. Suzuki, & C. M. Alexander (Eds.), Handbook of multicultural counseling (pp. 691–701). Thousand Oaks: Sage.
Lent, R. W., Brown, S. D., & Hackett, G. (1994). Toward a unifying social cognitive of career and academic interest, choice and performance. Journal of Vocational Behavior, 45, 79–122. doi:10.1006/jvbe.1994.1027.
Lent, R. W., Brown, S. D., & Hackett, G. (2000). Contextual supports and barriers to career choice: A social cognitive analysis. Journal of Counselling Psychology, 47, 36–49. doi:10.1037//0022-0167.47.1.36.
Lent, R. W., Brown, S., Nota, L., & Soresi, S. (2003). Testing social cognitive interest and choice hypotheses across Holland types in Italian high school students. Journal of Vocational Behavior, 62, 101–118. doi:10.1016/S0001-8791(02)00057-X.
Lent, R. W., Brown, S. D., Brenner, B., Chopra, S. B., Davis, T., Talleyrand, R., & Sthakaran, V. (2001). The role of contextual supports and barriers in the choice of math/science educational options: A test of social cognitive career hypotheses. Journal of Counselling Psychology, 48(4), 474–483.
Lent, R. W., Brown, S. D., Sheu, H., Schmidt, J., Brenner, B. R., Gloster, C. S., Wilkins, G., Schmidt, L., Lyons, H., & Tresistman, D. (2005). Social cognitive predictors of academic interests and goals in engineering: Utility for women and students at historically black universities. Journal of Counselling Psychology, 52(1), 84–92.
Lent, R. W., Paixao, M. P., Da Silva, J. T., & Leitao, L. M. (2010). Predicting occupational interest and choice aspirations in Portuguese high school students: A test of social cognitive career theory. Journal of Vocational Behavior, 76, 244–251. doi:10.1016/j.jvb.2009.10.001.
Lent, R. W., Singley, D., Sheu, H., Schmidt, J., & Schmidt, L. (2007). Relation of social-cognitive factors to academic satisfaction in engineering students. Journal of Career Assessment, 15, 87–97. doi:10.1177/1069072706294518.
Makrakis, V., & Sawada, T. (1996). Gender, computers and other school subjects among Japanese and Swedish students. Computers & Education, 26, 225–231. doi:10.1016/0360-1315(95)00085-2.
Miller, L. M., Schweingruber, H., & Brandenburg, C. (2001). Middle school students’ technology practices and preferences: Re-examining gender differences. Journal of Educational Multimedia and Hypermedia, 10, 125–140.
Muthén, L., & Muthén, B. (2010). Mplus. Statistical analysis with latent variables. User’s guide. Los Angeles: Muthén and Muthén.
National Institute of Statistics (NIS). (2013). Statistics of university education in Spain. Madrid: Ministerio de Educación, Cultura y Deporte.
Nauta, M., & Epperson, D. L. (2003). A longitudinal examination of the social-cognitive model applied to high school girls’ choices of non-traditional college majors and aspirations. Journal of Counseling Psychology, 50, 448–457. doi:10.1037/0022-0167.50.4.448.
Navarro, R., Flores, L., & Worthington, R. (2007). Mexican American middle school students’ goal intentions in mathematics and science: A test of social cognitive career theory. Journal of Counseling Psychology, 54, 320–335. doi:10.1037/0022-0167.54.3.320.
O’Brien, V., Martínez-Pons, M., & Kopola, M. (1999). Mathematics self-efficacy, ethnic identity, gender and career interests related to mathematics and science. The Journal of Educational Research, 92, 231–235. doi:10.1080/00220679909597600.
Papastergiou, M. (2008). Are computer science and information technology still masculine fields? High school student’s perceptions and career choices. Computers & Education, 51, 594–608. doi:10.1016/j.compedu.2007.06.009.
Reinen, I. J., & Plomp, T. (1997). Information technology and gender equality: A contradiction in terminis. Computers & Education, 28, 65–78. doi:10.1016/SO360-1315(97)00005-5.
Schinzel, B. (1997). Why has female participation in German informatics decreased. In A. F. Grundy, D. Köhler, V. Oechtering, & O. Petersen (Eds.), Women, work and computerization. Spinning a web from past to future. Proceedings of the 6th international IFIP-conference. Berlin: Springer.
Scott, A. B., & Ciani, K. D. (2008). Effects of an undergraduate career class on men’s and women’s career decision-making self-efficacy and vocational identity. Journal of Career Development, 34, 263–285.
Shashaani, L. (1994). Gender differences in computer experience and its influence on computer attitudes. Journal of Educational Computing Research, 11, 347–367. doi:10.2190/64MD-HTKW-PDXV-RD62.
Sheu, H., Lent, R. W., Brown, S., Miller, M., Hennessy, K., & Duffy, R. D. (2010). Testing the choice model of social cognitive career theory across Holland themes: A meta-analytic path analysis. Journal of Vocational Behavior, 76, 252–264.
Turner, S. L., & Lapan, R. T. (2005). Evaluation of an intervention to increase non-traditional career interest and career-related self-efficacy among middle-school adolescents. Journal of Vocational Behavior, 66, 516–531. doi:10.1016/j.jvb.2004.02.005.
Van Dinther, M., Dochy, F., & Segers, M. (2011). Factors affecting students’ self-efficacy in higher education. Educational Research Journal, 6, 95–108. doi:10.1016/j.edurev.2010.10.003.
Vekiri, I. (2010). Boys’ and girls’ ICT beliefs: Do teachers matter? Computers & Education, 55, 16–23. doi:10.1016/j.compedu.2009.11.013.
Zeldin, A. L., Britner, S. L., & Pajares, F. (2008). A comparative study of the self-efficacy beliefs of successful men and women in mathematics, science and technology careers. Journal of Research in Science Teaching, 45, 1036–1058. doi:10.1002/tea.20195.
Acknowledgments
This article is based on work supported by the Ministry of Economy and Competitiveness (Spain) (EDU-2010-17233).
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Rodríguez, C., Inda, M. & Fernández, C.M. Influence of social cognitive and gender variables on technological academic interest among Spanish high-school students: testing social cognitive career theory. Int J Educ Vocat Guidance 16, 305–325 (2016). https://doi.org/10.1007/s10775-015-9312-8
Received:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10775-015-9312-8