Sociocognitive factors associated with the choice of scientific-mathematical studies.A differential analysis by genre and course in Secondary Education

Abstract

This study is part of the research aimed at understanding vocational choice trajectories of students in professional areas related to science, technology, engineering and mathematics (STEM). Due to the well-known gender gap, the study is focused on analyzing possible differences between women and men in several socio-cognitive variables with a well-established relevance in vocational development. Differences along different grades of secondary education are also discussed. Social Cognitive Career Theory (SCCT) is used as a framework. In this study 1,465 high school Spanish students were involved. All of them were evaluated for self-efficacy, outcome expectations, interests, support, occupational aspirations and perceived social barriers when starting careers in the science/mathematics area. Non-parametric statistic tests were applied as well as measures of the effect size comparing by gender and course. Significant differences were found in favor of males, usually of low magnitude, in all the variables analyzed with the exception of those concerning the occupational aspirations. Likewise, a significant tendency was identified to present lower averages in all the variables as it progresses in secondary school. However, the general pattern of results showed differentiating aspects when considering a course and/or a kind of high school curriculum. The results are discussed in the context of the previous research on this topic and future lines of work are suggested from the point of view of the research and also educational intervention.