Exploring the relation among teachers, school experience and adolescents' efficacy for engineering studies (2012)

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Recent reports decry the status of STEM education in the United States, and identify changes to schools and teaching as key strategies for improving students’ interest in STEM studies and careers. Little information exists about the potential of this approach to influence post-secondary students. Social Cognitive Career Theory (Lent, Brown & Hacket, 1994) was used as a framework to examine the extent to which schools and teachers function as contextual variables influencing engineering self-efficacy. We hypothesized that differences among student groups would exist regarding the extent to which secondary schools and teachers influenced efficacy for engineering studies. Measures (Lent & Brown, 2008) were administered to undergraduate engineering majors, pre-college engineering majors, and secondary students to gather information about variables predictive of engineering studies selection. No differences were found among student groups regarding engineering efficacy and interest in
Original languageEnglish
Pages (from-to)142-161
JournalThe Texas Forum for Teacher Education
StatePublished - Oct 2012


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