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Journal of Career Assessment
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Math and Science Social Cognitive Variables in College Students

Contributions of Contextual Factors in Predicting Goals

Angela M. Byars-Winston

University of Wisconsin-Madison, ambyars{at}wisc.edu

Nadya A. Fouad

University of Wisconsin-Milwaukee

This study investigated the influence of two contextual factors, parental involvement and perceived career barriers, on math/science goals. Using social cognitive career theory (SCCT; Lent, Brown, & Hackett, 1994), a path model was tested to investigate hypothesized relationships between math- and science-related efficacy beliefs (i.e., task and coping) and perceived career barriers to math/science interests and goals in a sample of 227 undergraduates. Overall fit indices supported a model for the direct contribution of parental involvement largely to outcome expectations and moderately to math/science task self-efficacy and perceived barriers. Parental involvement directly and indirectly predicted goals through its strong relationship with outcome expectations. Outcome expectations and interests directly predicted goal intentions. Evidence supported coping efficacy as a mediator of the relationship between perceived career barriers and goals. Future research directions and practice implications are discussed.

Key Words: social cognitive career theory • math/science goals • coping efficacy • perceived career barriers • parental involvement • contextual factors

This version was published on November 1, 2008

Journal of Career Assessment, Vol. 16, No. 4, 425-440 (2008)
DOI: 10.1177/1069072708318901
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