Examining cognitive career theories: Current status, future trends, implications for the development and implementation of guidance services Janet G. Lenz, Ph.D. Steven D. Brown, Ph.D. Sylvia C. Nassar-McMillan, Ph.D. Robert C. Reardon, Ph.D. James P. Sampson, Jr., Ph.D. Marie F. Shoffner, Ph.D. Spencer Niles, D.Ed.

2 Social Cognitive Career Theory: Theory, Research, and Applications Steven D. Brown Loyola University Chicago Sylvia C. Nassar-McMillan North Carolina State University Marie Shoffner University of Virginia

3 SCCT: Origins, Purposes Integrative theory of academic and career-related interests, choice, performance, and satisfaction Integrative theory of academic and career-related interests, choice, performance, and satisfaction Extends Albert Bandura’s (1986) general social cognitive theory to academic and career behavior Extends Albert Bandura’s (1986) general social cognitive theory to academic and career behavior Based on 25 years of research and applied experience Based on 25 years of research and applied experience Can be viewed as a foundation for conceptualizing and designing career development interventions, including efforts to expand the STEM pipeline Can be viewed as a foundation for conceptualizing and designing career development interventions, including efforts to expand the STEM pipeline

4 Some Basic Elements of SCCT Self-Efficacy: Beliefs about one’s ability to perform specific behaviors  Can I do this? Outcome Expectations: Beliefs about the consequences of given actions  If I do this, what will happen? Goals: Determination to engage in a particular activity or to produce a particular outcome  How much do I want to do this? Contextual Supports & Barriers: Supports and barriers that accompany goal pursuit (e.g., “chilly climate”)  How will the environment treat me if I try this?

5 A Simplified View of Interest Development & Career Choice Self-Efficacy Outcome Expectations InterestsIntentions/Goals Actions Successes, Failure

6 Prior Performance Accomplishments Vicarious Learning Social Persuasion Physiological and Affective Reactions Self-Efficacy Where Does Self-Efficacy Come From? Gender

7 Background Contextual Affordances Person Inputs - Predispositions - Gender - Race/ethnicity - Disability/ Health status Learning Experiences Self-efficacy Expectations Outcome Expectations InterestsGoalsActions Contextual Influences Proximal to Choice Behavior SCCT’s Complete Interest and Choice Model with Person and Contextual Factors

8 Meta-Analysis of Choice Model Interests R 2 =.52 Outcome Expectations R 2 =.38 Choice Goals R 2 = Self-Efficacy R 2 =.18 Total N = 2,115; 7 correlation matrices Chi-square = 73.62, df = 4, CFI =.987, SRMR =.031, RMSEA = From Sheu et al. (2007).36 SupportsBarriers

9 Meta-Analysis of Performance Model: Brown et al. (2007) ACT/SAT Scores Academic Self-Efficacy Academic Goals Persistence

10 Some Educational and Counseling Implications Six Particular Intervention Targets Derived from SCCT: Expanding Vocational Interests, esp. in High Expanding Vocational Interests, esp. in High Aptitude Areas Clarifying Career Goals Clarifying Career Goals Strengthening Self-Efficacy Beliefs Strengthening Self-Efficacy Beliefs Instilling Realistic Outcome Expectations Instilling Realistic Outcome Expectations Managing Environmental Barriers Managing Environmental Barriers Building Environmental Support Systems Building Environmental Support Systems

11 Applying SCCT to STEM Fields Large and growing literature, beginning in early 1980s Large and growing literature, beginning in early 1980s Major thrust of SCCT literature Major thrust of SCCT literature Several recent studies from NSF-funded grants: Several recent studies from NSF-funded grants: Lent et al. (2003): SCCT predictive of goals and actual persistence in engineering over 3 semesters in a PWU Lent et al. (2003): SCCT predictive of goals and actual persistence in engineering over 3 semesters in a PWU Lent et al. (2005): SCCT predictive of goals in engineering at 1 PWU and 2 HBCUs Lent et al. (2005): SCCT predictive of goals in engineering at 1 PWU and 2 HBCUs Good fit of model to data across university type and gender Good fit of model to data across university type and gender Lent et al. (2008): Large-scale study of CS/CE students at multiple PWIs and HBCUs Lent et al. (2008): Large-scale study of CS/CE students at multiple PWIs and HBCUs

12 SE: How much confidence do you have in your ability to complete the upper level required courses in your engineering major with an overall grade point average of B or better? OE: Graduating with a BS degree in engineering will likely allow me to receive a good job offer Interest: How much interest do you have in reading articles or books about engineering issues? Goals: I am fully committed to getting my college degree in engineering Supports/Barriers: If you were to major in engineering, how likely would you be to … get encouragement from your friends for pursuing this major? (Support) … feel that you don’t fit in socially with other students in this major? (Barrier) Sample STEM Survey Items

13 Next Steps in Research Need more longitudinal, multi-year, and multi- site research Need more longitudinal, multi-year, and multi- site research Need more study of SCCT’s predictive utility, especially in relation to women, students of color, and younger students in STEM and other fields Need more study of SCCT’s predictive utility, especially in relation to women, students of color, and younger students in STEM and other fields Need more theory-based intervention research – there has been some, but not enough Need more theory-based intervention research – there has been some, but not enough

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