A Longitudinal Examination of the Social-Cognitive Model

Applied to High School Girls’ Choices of Nontraditional College Majors and Aspirations

Margaret M. Nauta, Ph.D.	Douglas L. Epperson, Ph.D.
Department of Psychology	Department of Psychology
Illinois State University	Iowa State University

Abstract

This study applied structural equation modeling with observed variables to a partial version of Lent, Brown, and Hackett.s (1994) Social Cognitive Career Theory (SCCT) model. Among 204 high school girls who attended science, math, and engineering (SME) career conferences, the authors used a 4-year longitudinal design to predict the choice of a SME college major and SME self-efficacy and outcome expectations in college. In addition, among students who had declared SME majors, SCCT variables assessed in high school and college were used to predict aspirations to become leaders in SME fields. The results generally provided empirical validation of the SCCT model in that science and math ability had significant direct effects on SME self-efficacy, self-efficacy was directly related to science interests, and science interests were directly related to college major choice. Regression analyses revealed that college SME outcome expectations were associated with plans to become a leader in an SME field. Implications for research and interventions are discussed.

Nauta, M. M., & Epperson, D. L. (2003). A longitudinal examination of the social-cognitive model applied to high school girls’ choices of nontraditional college majors and aspirations. Journal of Counseling Psychology, 50, 448-457.