Situational Interest and Scientific Self‐Efficacy: Influence of an Energy Science Career Intervention

This study examined the efficacy of a career intervention aimed at promoting adolescents’ perceptions of scientific self‐efficacy (SSE), as well as interest in specific activities and careers relevant to energy science. One hundred thirty‐four adolescents (60 girls, 74 boys) completed self‐efficacy...

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Bibliographic Details
Published in:The Career development quarterly 2019-06, Vol.67 (2), p.171-184
Main Authors: Deemer, Eric D., Sharma, Pankaj
Format: Article
Language:English
Subjects:
Adolescents
Analysis
Career development planning
career intervention
Careers
Counseling psychology
Design
Employers
Energy consumption
Energy industries
Energy industry
energy science
High School Students
High schools
Informal Education
Intervention
Learning
Mathematics
Middle school students
Middle schools
Multiple Regression Analysis
Occupations
Physiology
Psychology
Regression analysis
Science education
Science Teachers
scientific self‐efficacy
Secondary school students
Secondary schools
Self-efficacy
Sex discrimination
situational interest
social cognitive career theory
STEM education
Teenagers
Theory
Youth
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Summary:This study examined the efficacy of a career intervention aimed at promoting adolescents’ perceptions of scientific self‐efficacy (SSE), as well as interest in specific activities and careers relevant to energy science. One hundred thirty‐four adolescents (60 girls, 74 boys) completed self‐efficacy and interest measures on 4 occasions (Time [T] T1 to T4]) during the course of the 6‐day intervention. Results of latent change modeling yielded evidence of significant growth in SSE from T1 to T4. Results of a multiple regression analysis also revealed that situational interest in an energy science activity at T2 was a significant positive predictor of SSE at T4, thus offering further clarity regarding the theorized sequence of causal relations between interest and self‐efficacy. Findings call attention to the need for future research on the role of task‐level interest in the social cognitive career theory framework and highlight the importance of mastery experiences in the delivery of science, technology, engineering, and mathematics career interventions.
ISSN:0889-4019
2161-0045
DOI:10.1002/cdq.12179