Improving Career Decision Self-Efficacy and STEM Self-Efficacy in High School Girls: Evaluation of an Intervention

Research output: Contribution to journalArticle

4 Citations (Scopus)

Abstract

This study evaluated whether a career group intervention that incorporates the four sources of self-efficacy and addresses perceived career barriers is effective at improving the career decision self-efficacy and science, technology, engineering, and mathematics (STEM) self-efficacy for adolescent girls. Of the 88 girls in our study, 42 students were Latina and 46 were White, 40 were freshman, and 48 were sophomores attending the same high school. From this sample, 44 of these girls participated in a 9-week treatment group. Using repeated measures analysis of covariance with ethnicity and grade as covariates, results indicated that, compared with the control group (n = 44), participants in the treatment group improved significantly on variables of career decision self-efficacy and STEM self-efficacy and increased those gains at 3-month follow-up. The discussion focuses on implications for career counseling, limitations of the study, and future research.

Original languageEnglish (US)
Pages (from-to)62-76
Number of pages15
JournalJournal of Career Development
Volume46
Issue number1
DOIs
StatePublished - Feb 1 2019

Fingerprint

girls' school
Mathematics
Self Efficacy
self-efficacy
career
mathematics
engineering
Technology
science
evaluation
Group
Vocational Guidance
Hispanic Americans
counseling
ethnicity
Self-efficacy
High school
Evaluation
Career decision self-efficacy
Students

Keywords

  • career decision
  • career programming/interventions
  • gender
  • high school students
  • STEM self-efficacy

ASJC Scopus subject areas

  • Education
  • Applied Psychology
  • Psychology(all)
  • Organizational Behavior and Human Resource Management

Cite this

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