Evaluación del modelo cognitivo social de desarrollo de la carrera para la predicción de las metas en las materias tecnológicas de estudiantes de bachillerato

Abstract

The authors of this paper have examined the relative contribution of personal (gender, emotional state, gender roles attitudes), contextual (perceived social supports and barriers) and cognitive (self-efficacy beliefs, interests, outcome expectations) variables to technological goals in a sample (N=1558) of high school Spanish students. The results of path analysis have provided confirmation for the extension of the Social-Cognitive Career Theory model, indicating that self-efficacy predicted interest, outcome expectations and goals. Additionally, outcome expectations predicted goals and interest. Perceived social support and perceived social barriers were related with self-efficacy, outcome expectations, goals and interest. Finally, there were gender differences in most variables.