The link between career outcomes expectancy and career decision-making self-efficacy of STEM students in a South African university (original) (raw)
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International Journal of STEM Education
Background Science, Technology, Engineering, and Mathematics (STEM) educators and stakeholders in South Africa are interested in the ways STEM students make their career decisions because of the shortages in these critical skills. Although various factors including family, teachers, peers, and career interest have been reported as determinants of career decision-making, there is a scarcity of studies that have qualitatively explored the levels of influences of any of these factors in the South African context. The main aim of this study was to investigate the factors that influence career decision-making among STEM student majors in a South African university. By better understanding students’ viewpoint on these factors, educators and policymakers can assist students in making career decisions that fit their experiences, personality, and expectations. Students in their 1st, 2nd, 3rd, and 4th year of study respectively, were invited to respond to a semi-structured questionnaire about...
SA Journal of Industrial Psychology, 2002
This study investigated the construct validity of the Career Development Questionnaire and the Career Decision- Making Self-Efficacy Scale for Grade 12 students from a low socioeconomic area in South Africa. The results of confirmatory factor analyses provided support for the construct validity of the Career Development Questionnaire and the Career Decision-Making Self-Efficacy Scale as measures of career maturity and career decision-making self efficacy respectively. Opsomming Hierdie studie het ondersoek ingestel na die konstrukgeldigheid van die Loopbaanontwikkelingsvraelys en die Loopbaan-besluitneming-selfdoeltreffendheidskaal vir Graad 12 leerlinge van ‘n lae sosio-ekonomiese gebied. Die resultate van bevestigende faktorontledings het ondersteuning gebied vir die konstrukgeldigheid van die twee vraelyste as meetinstrumente van onderskeidelik loopbaanvolwassenheid en loopbaanbesluit-nemingselfdoeltreffendheid.
Perceived Supports and Barriers for Career Development for Second‐Year STEM Students
Journal of Engineering Education, 2016
BackgroundThis study was designed to determine the effect of perceived supports and barriers on self‐efficacy beliefs and other social‐cognitive variables related to second‐year science, technology, engineering, and mathematics (STEM) students' career development. Social cognitive career theory (SCCT) states that career interest is influenced by four cognitive‐person variables: self‐efficacy beliefs, outcome expectations, interests, and goals. Other variables, such as social supports and barriers, also play an important role.PurposeThis study explores the influence of gender and STEM major on perceived supports and barriers. It also analyzes the effects of perceived supports and barriers on the SCCT cognitive‐person variables.MethodParticipants were 811 sophomore students in STEM programs at the University of Oviedo, Asturias, Spain. Kruskal‐Wallis and Mann‐Whitney U tests analyzed the difference in the perceived supports and barriers by gender and students' major. Multiple‐...
Journal of Science Education and Technology
In response to a growing need for STEM professionals, this study reports the results of the initial validation of a refined survey instrument that purports to measure the five constructs of the social cognitive career theory framework within the subjects of mathematics, science, engineering and technology. To investigate the instrument's reliability and psychometric properties, we administered this 45-item survey to students in grades 4-12. Reliability and validity (content and construct) were assessed using Cronbach's coefficient alphas and structural equation modeling. Path coefficients for the five constructs indicated weak to moderate influences on the subscales, and the goodness-of-fit indices demonstrated that the model is acceptable. Initial results indicate the survey has the potential to collect reliable and valid data and suggest the instrument may be helpful in measuring students' interests and choices in STEM careers for research, partnerships, and curricular development. Additionally, results highlight two areas for further investigation, which include the impact conscientious or random responders have on the survey's psychometric properties and what constitutes satisfactory Cronbach's alpha for results to be interpreted in a significant way.
2019
In this study, it is aimed to investigate the relationship between university students' perceived career prospects and self-efficacy perceptions. In this context, data were collected from 375 students, attending their undergraduate and graduate education at Kocaeli University during the 2017-2018 academic calendar fall semester. In the study, career futures inventory and self-efficacy scale were used. SPSS program was used in the analysis of questionnaires. Nonparametric tests were performed since the study data has a non-normal distribution. Nonparametric correlation analysis was performed to examine the relationship between the variables, and a statistically significant and positive relationship was found between the perceived career prospects and self-efficacy. In addition, Mann-Whitney U test was carried out to test the hypotheses, stating that the participants' perceived career prospects and self-efficacy perceptions differ in terms of demographic characteristics (gen...
Cypriot Journal of Educational Sciences
The study examined factors influencing career decisions using a sample of high school learners in the Eastern Cape Province of South Africa. A mixed-method approach was utilised. In the quantitative phase of the study, a sample of 536 high school learners in South Africa filled out the Career Interest Inventory (Fisher & Stafford, 1999) in understanding factors that influence career decisions. Phase two sought to understand qualitatively how the identified factors from phase one influence the enactment of career decisions using focus groups with 60 learners drawn from the sample in phase one. Results from phase one showed that learners' career decisions were highly influenced by academic experiences and self-efficacy, parents, teachers, and peers, respectively. Learners perceived ethnic-gender expectations and negative social events as having low levels of influence when making career decisions. Female learners are significantly more highly influenced by parents, teachers, academic experiences, and self-efficacy than their male counterparts. Findings also reveal not only the complexity but also the sense-making that occurs when making career decisions. Implications are made based on these findings.
2022
This research attempts to present a profile of students' career interests in Science, Technology, Engineering, and Mathematics (STEM) in Indonesia. This study used a descriptive survey research approach. The STEM-Career Interest Survey was utilized to collect data (STEM-CIS). The survey sample consists of 270 online questionnaires created with Google Forms. Analyzing students' mean STEM-CIS data per question item was performed to define each part of social-cognitive career theory (SCCT). Based on the findings of the STEM-CIS, the average STEM career interest of students in science is 3.35, technology is 3.50, engineering is 2.93, and mathematics is 3.40. A review of Social-Cognitive Career Theory in the STEM sector finds that the technology profession has the highest average score in a vote of 270 students, according to the research findings. The average result expectations score for the technology industry is 4.43.
Influence of career self-efficacy beliefs on career exploration behaviors
PsycEXTRA Dataset
Article Information The purpose of this study was to determine the extent to which influence of career selfefficacy beliefs on career exploration behaviour of TVET college students. A total 238 TVET college students from the three Wollega Zone were selected using multistage sampling methods. The instrument of data collection was self-report questionnaire were career selfefficacy adapted (Nasta, 2007), and Career Exploration behaviour (Stumpf et al., 1983). Data was analyzed using Pearson correlation for career self-efficacy beliefs and career exploration behaviour, and regression analysis used to predicate influence of career selfefficacy on career exploration behaviour. Result of research indicated that career selfefficacy sources were positive influenced and statistical significantly correlated with career exploration behaviour(r= .408, P<.01). The career self-efficacy has positive and strong statistically significant association with past performances accomplishment of the students (r= .752, P< .01). However, it was statistically significant and has weak relationship with career exploration behaviour (r= .214, P<.05).Verbal persuasion is more significant association (r = .555, P<.01) to career exploration behaviours than other sources. Multiple liner Regressions analysis shows that, approximately 17% of variance in the career exploration behaviour was significant prediction by career self-efficacy beliefs. In conclusion, career self-efficacy a belief is positively influenced career exploration behaviour among TVET college students.
Journal of Education, 2021
There is a call for studies that explore the concept of career development self-efficacy among people in rural contexts. In this study, we explored the determinants of student career development self-efficacy in a rural context. We were guided by the literature and explored the role of self-directed learning consisting of three sub-scales, namely a) self-management, b) desire for learning, and c) self-control. We sought to ascertain how the three elements of self-directed learning influence student career development self-efficacy. We adopted a quantitative research approach and designed our study as survey research. We used a convenience sample of 150 students enrolled at a rural campus in the Eastern Cape Province of South Africa. Data was analysed in our seeking to generate descriptive and inferential statistics. For the latter, we used simple linear regression tests. The findings show that self-management, desire for learning, and self-control influence career development self-e...
Akademika, 2020
Career readiness among university students including careerplanning, choosing and making career decisions. This study aims to identify the career self-efficacy among first-degree students and to measure the differences between education field clusters and gender. This study uses survey design to identify the student’s career self-efficacy pattern. 1391 first-degree students involved as sample in this study. Instrument used in this study is Career Decision Self-Efficacy (CDSE-SF). Data was analysed descriptively, t-test and one-way ANOVA. Results found that career self-efficacy level was low (1.5%), moderate (37.1%) and high (61.4%). One-way ANOVA analysis shows that there are no significant differences between science and technology, health and medical science, and social science [F (2.1388) = 2.81, p > .05]. While t-test found that there are no significant differences between gender [t = -1.539, p > .05]. This study implies that first-degree students that have low and moderat...