Journal directory listing - Volume 63 (2018) - Journal of Research in Education Sciences【63(3)】september
Directory
Is Career-Choice Intention Affected by “Situation”? Analyzing TIMSS 2011 With Social Cognitive Career Theory
Author: Pei-Ching Chao (College Entrance Examination Center), Min-Ning Yu(Department of Education, National Chengchi University)
Vol.&No.：Vol. 63, No.3
Date：September 2018
Pages：231-255
DOI：10.6209/JORIES.201809_63(3).0008
Abstract：
Understanding the reasons for selecting mathematics as their intended career can help students become familiar with their own goals and help teachers encourage their students to achieve “talent development.” By using data from TIMSS 2011 (2011 Trends in International Mathematics and Science) on 5,042 eighth-grade students from Taiwan, the current study confirmed the Social Cognitive Career Theory (SCCT) and accounted for situational variables, such as school, teacher, and parent characteristics. The partial least squares structural equation modeling results confirmed the main path hypotheses of SCCT and demonstrated that math outcome expectations and interests have a direct effect on the students’ career-choice intention, whereas self-efficacy has an indirect effect. SCCT included situational variables to demonstrate that teacher instruction had moderate implications on self-efficacy and an indirect effect on the career-choice intention, with regard to student interests, self-efficacy, and outcome expectations. Other situational variables, such as school atmosphere and parental support, had little-to-no effect on the career-choice intention. Finally, some conclusions and suggested applications were stated.
Keywords：mathematics, partial least squares structural equation modeling, situation, social cognitive career theory, trends in international mathematics and science study
《Full Text》
References：
- 王韻齡（2016）。TIMSS國際評比台灣學生數學、科學成績佳，熱情自信敬陪末座。取自https:// flipedu.parenting.com.tw/article/2960 【Wang, Y.-L. (2016). TIMSS international study: Taiwanese student had better mathematics and science achievement, but worse interest & confidence. Retrieved form https://flipedu.parenting.com.tw/article/2960】
- 田秀蘭（2003）。社會認知生涯理論之興趣模式驗證研究。教育心理學報，34（2），247-266。 【Tien, H.-L. S. (2003). A social cognitive approach to high school students’ career interests. Bulletin of Educational Psychology, 34(2), 247-266. 】
- 呂玉瑕、周玉慧（2015）。二十一世紀臺灣青少年性別角色態度之形成與變遷。臺灣社會學刊，58，95-155。 【Lu, Y.-H., & Jou, Y.-H. (2015). The gender-role attitudes construction from adolescence to young adulthood in the 21th century’s Taiwan. Taiwanese Journal of Sociology, 58, 95-155.】
- 余民寧、趙珮晴（2010）。選擇科學職業意圖的性別差異分析─以TIMSS 2003台灣八年級學生為例。諮商輔導學報：高師輔導所刊，22，1-29。 【Yu, M.-N., & Chao, P.-C. (2010). Gender differences in science career-choice intentions: The example of Taiwan’s eighth graders in TIMSS 2003. Journal of Counseling & Guidance, 22, 1-29. 】
- 余民寧、趙珮晴、陳嘉成（2010）。以社會認知生涯理論探討影響選擇數學職業意圖的因素。教育科學研究期刊，55（3），177-201。 【Yu, M.-N., Chao, P.-C., & Chen, C.-C. (2010). Investigating the factors on mathematics career-choice intentions with the social cognitive career theory. Journal of Research in Education Sciences, 55(3), 177-201. 】
» More
- 王韻齡（2016）。TIMSS國際評比台灣學生數學、科學成績佳，熱情自信敬陪末座。取自https:// flipedu.parenting.com.tw/article/2960 【Wang, Y.-L. (2016). TIMSS international study: Taiwanese student had better mathematics and science achievement, but worse interest & confidence. Retrieved form https://flipedu.parenting.com.tw/article/2960】
- 田秀蘭（2003）。社會認知生涯理論之興趣模式驗證研究。教育心理學報，34（2），247-266。 【Tien, H.-L. S. (2003). A social cognitive approach to high school students’ career interests. Bulletin of Educational Psychology, 34(2), 247-266. 】
- 呂玉瑕、周玉慧（2015）。二十一世紀臺灣青少年性別角色態度之形成與變遷。臺灣社會學刊，58，95-155。 【Lu, Y.-H., & Jou, Y.-H. (2015). The gender-role attitudes construction from adolescence to young adulthood in the 21th century’s Taiwan. Taiwanese Journal of Sociology, 58, 95-155.】
- 余民寧、趙珮晴（2010）。選擇科學職業意圖的性別差異分析─以TIMSS 2003台灣八年級學生為例。諮商輔導學報：高師輔導所刊，22，1-29。 【Yu, M.-N., & Chao, P.-C. (2010). Gender differences in science career-choice intentions: The example of Taiwan’s eighth graders in TIMSS 2003. Journal of Counseling & Guidance, 22, 1-29. 】
- 余民寧、趙珮晴、陳嘉成（2010）。以社會認知生涯理論探討影響選擇數學職業意圖的因素。教育科學研究期刊，55（3），177-201。 【Yu, M.-N., Chao, P.-C., & Chen, C.-C. (2010). Investigating the factors on mathematics career-choice intentions with the social cognitive career theory. Journal of Research in Education Sciences, 55(3), 177-201. 】
- 林陳涌（主編）（2017）。國際數學與科學教育成就趨勢調查國家報告2011（第二版）。臺北市：國立臺灣師範大學科學教育中心。 【Lin, C.-Y. (Ed.). (2017). TIMSS 2011 national report (2nd ed.). Taipei, Taiwan: National Taiwan Normal University Science Education Center.】
- 林惠雅、蕭英玲（2017）。青少年時期親子關係滿意度的變化：生態脈絡的影響。教育心理學報，49（1），95-111。 【Lin, H.-Y., & Hsiao, Y.-L. (2017). Changes in parent-child relationship satisfaction during adolescence: The effects of ecological contexts. Bulletin of Educational Psychology, 49(1), 95-111. 】
- 邱怡蓁（2017）。臺北市國小教師知覺學校創新氣氛與創新教學關係之研究。教育行政論壇，9（1），28-48。 【Chiu, I.-C. (2017). A study on the relationship between innovative climate and innovative teaching among teachers’ perceptions in elementary schools in Taipei City. Forum of Educational Administration, 9(1), 28-48.】
- 邱皓政（2002）。學校組織創新氣氛的內涵與教師創造力的實踐：另一件國王的新衣？應用心理研究，15，191-224。 【Chiou, H.-J. (2002). The construct of the campus organizational climate for creativity and the teachers’ creativity performance: Another “new cloth of the king”? Research in Applied Psychology, 15, 191-224.】
- 范綱華、伊慶春（2016）。家庭與學校脈絡對臺灣青少年自尊發展軌跡的影響。臺灣社會學刊，60，55-98。 【Fan, G.-H., & Yi, C.-C. (2016). Developmental self-esteem trajectories among Taiwanese adolescents: Effects of family and school context. Taiwanese Journal of Sociology, 60, 55-98.】
- 國立臺灣師範大學科學教育中心（2017）。國際數學與科學教育成就趨勢調查2015：計畫簡介。取自http://www.sec.ntnu.edu.tw/timss2015/introduce.aspx 【Science Education Center, National Taiwan Normal University. (2017). Trends in International Mathematics and Science Study 2015: Brief introduce. Retrieved form http://www.sec.ntnu.edu.tw/timss2015/introduce.aspx】
- 黃政仁、黃偉婷（2017）。家庭資源、學習態度、多元入學管道與學習成效關聯性之研究：以臺灣某大學為例。教育科學研究期刊，62（4），117-143。 【Huang, C.-J., & Huang, W.-T. (2017). Relationships among family resources, learning attitudes, university admission channels, and learning performance: Case of a Taiwanese university. Journal of Research in Education Sciences, 62(4), 117-143. 】
- 張春興（1996）。教育心理學：三化取向的理論與實踐。臺北市：東華。 【Chang, C.-H. (1996). Educational psychology: Theory and practice of the trilateral approach. Taipei, Taiwan: Tunghua.】
- 楊俐容（2013）。生涯選擇，沒有「天作之合」。取自https://www.parenting.com.tw/article/50547 23-%E7%94%9F%E6%B6%AF%E9%81%B8%E6%93%87%EF%BC%8C%E6%B2%92%E6%9C%89%E3%80%8C%E5%A4%A9%E4%BD%9C%E4%B9%8B%E5%90%88%E3%80%8D/?page=2 【Yang, L.-J. (2013). Career choice, doesn’t match made in heaven. Retrieved form https://www.parenting.com.tw/ article/5054723-%E7%94%9F%E6%B6%AF%E9%81%B8%E6%93%87%EF%BC%8C%E6%B2%92%E6%9C%89%E3%80%8C%E5%A4%A9%E4%BD%9C%E4%B9%8B%E5%90%88%E3%80%8D/?page=2】
- 潘瑛如、方崇雄（2010）。部分最小平方路徑分析法在教育研究上的應用。研習資訊，27（5），95-108。 【Pan, Y.-J., & Fang, C.-S. (2010). Education research with partial least-squares method. Inservice Education Bulletin, 27(5), 95-108.】
- 簡晉龍、任宗浩（2011）。邁向科學之路？臺灣中學生性別對科學生涯選擇意向之影響。科學教育學刊，19（5），461-481。 【Chien, C.-L., & Jen, T.-H. (2011). Investigating the impact of secondary school students’ gender on science-related career choice intentions in Taiwan－The case in PISA 2006. Chinese Journal of Science Education, 19(5), 461-481. 】
- Ainley, M., Hidi, S., & Berndorff, D. (2002). Interest, learning, and the psychological processes that mediate their relationship. Journal of Educational Psychology, 94(3), 545-561. doi:10.1037/ 0022-0663.94.3.545
- Ali, S. R., & Menke, K. A. (2014). Rural Latino youth career development: An application of social cognitive career theory. The Career Development Quarterly, 62(2), 175-186. doi:10.1002/j. 2161-0045.2014.00078.x
- Atadero, R. A., Rambo-Hernandez, K. E., & Balgopal, M. M. (2015). Using social cognitive career theory to assess student outcomes of group design projects in statics. Journal of Engineering Education, 104(1), 55-73. doi:10.1002/jee.20063
- Bandura, A. (1999). Social cognitive theory of personality. In L. A. Pervin & O. P. John (Eds.), Handbook of personality: Theory and research (2nd ed., pp. 154-196). New York, NY: Guilford.
- Bandura, A. (2000). Exercise of human agency through collective efficacy. Current Directions in Psychological Science, 9(3), 75-78. doi:10.1111/1467-8721.00064
- Betz, N. E., & Hackett, G. (1983). The relationship of mathematics self-efficacy expectations to the selection of science-based college majors. Journal of Vocational Behavior, 23(3), 329-345. doi:10.1016/0001-8791(83)90046-5
- Brown, S. D., Tramayne, S., Hoxha, D., Telander, K., Fan, X., & Lent, R. W. (2008). Social cognitive predictors of college students’ academic performance and persistence: A meta-analytic path analysis. Journal of Vocational Behavior, 72, 298-308. doi:10.1016/j.jvb.2007.09.003
- Cassel, C., Hackl, P., & Westlund, A. H. (1999). Robustness of partial least-squares method for estimating latent variable quality structures. Journal of Applied Statistics, 26(4), 435-446. doi:10.1080/02664769922322
- Chin, W. W. (1998). The partial least squares approach to structural equation modeling. In G. A. Marcoulides (Ed.), Modern methods for business research (pp. 295-336). Mahwah, NJ: Lawrence Erlbaum Associates.
- Croninger, R. G., & Lee, V. E. (2001). Social capital and dropping out of high school: Benefits to at-risk students of teachers’ support and guidance. Teachers College Record, 103(4), 548-581. doi:10.1111/0161-4681.00127
- Gainor, K. A., & Lent, R. W. (1998). Social cognitive expectations and racial identity attitudes in predicting the math choice intentions of black college students. Journal of Counseling Psychology, 45(4), 403-413. doi:10.1037/0022-0167.45.4.403
- Garson, G. D. (2014). Partial least squares: Regression and structural equation models. Asheboro, NC: Statistical Associates.
- Hair, J. F., Hult, G. T. M., Ringle, C. M., & Sarstedt, M. (2014). A primer on partial least squares structural equation modeling (PLS-SEM). Thousand Oaks, CA: Sage.
- Hidi, S. (1990). Interest and its contribution as a mental resource for learning. Review of Educational Research, 60(4), 549-571. doi:10.3102/00346543060004549
- Hidi, S., & Renninger, K. A. (2006). The four-phase model of interest development. Educational Psychologist, 41(2), 111-127. doi:10.1207/s15326985ep4102_4
- Höck, M., & Ringle, C. M. (2010). Local strategic networks in the software industry: An empirical analysis of the value continuum. International Journal of Knowledge Management Studies, 4(2), 132-151. doi:10.1054/IJKMS.2010.030789
- Ireland, G. W., & Lent, R. W. (2018). Career exploration and decision-making learning experiences: A test of the career self-management model. Journal of Vocational Behavior, 106, 37-47. doi:10.1016/j.jvb.2017.11.004
- Jiang, Z.-P., & Zhang, Z.-R. (2012). Using social cognitive career theory to predict the academic interests and goals of Chinese middle vocational-technical school students. Public Personnel Management, 41(5), 59-68. doi:10.1177/009102601204100506
- Lent, R. W., & Brown, S. D. (2013). Social cognitive model of career self-management: Toward a unifying view of adaptive career behavior across the life span. Journal of Counseling Psychology, 60(4), 557-568. doi:10.1037/a0033446
- Lent, R. W., Brown, S. D., & Hackett, G. (1994). Toward a unifying social cognitive theory of career and academic interest, choice, and performance. Journal of Vocational Behavior, 45(1), 79-122. doi:10.1006/jvbe.1994.1027
- Lent, R. W., Brown, S. D., & Hackett, G. (2000). Contextual supports and barriers to career choice: A social cognitive analysis. Journal of Counseling Psychology, 47(1), 36-49. doi:10.1037/ 0022-0167.47.1.36
- Lent, R. W., Brown, S. D., Brenner, B., Chopra, S. B., Davis, T., ...Suthakaran, V. (2001). The role of contextual supports and barriers in the choice of math/science educational options: A test of social cognitive hypotheses. Journal of Counseling Psychology, 48(4), 474-483. doi:10.1037/ 0022-0167.48.4.474
- Lent, R. W., Brown, S. D., Nota, L., & Soresi, S. (2003). Testing social cognitive interest and choice hypotheses across Holland types in Italian high school students. Journal of Vocational Behavior, 62(1), 101-118. doi:10.1016/S0001-8791(02)00057-X
- Lent, R. W., Brown, S. D., Schmidt, J., Brenner, B., Lyons, H., & Treistman, D. (2003). Relation of contextual supports and barriers to choice behavior in engineering majors: Test of alternative social cognitive models. Journal of Counseling Psychology, 50(4), 458-465. doi:10.1037/0022- 0167.50.4.458
- Lent, R. W., Brown, S. D., Sheu, H.-B., Schmidt, J., Brenner, B. R., ...Treistman, D. (2005). Social cognitive predictors of academic interests and goals in engineering: Utility for women and students at historically black universities. Journal of Counseling Psychology, 52(1), 84-92. doi:10.1037/0022-0167.52.1.84
- Lent, R. W., Lopez, A. M., Lopez, F. G., & Sheu, H.-B. (2008). Social cognitive career theory and the prediction of interests and choice goals in the computing disciplines. Journal of Vocational Behavior, 73(1), 52-62. doi:10.1016/j.jvb.2008.01.002
- Lent, R. W., Lopez, F. G., & Bieschke, K. J. (1991). Mathematics self-efficacy: Sources and relation to science-based career choice. Journal of Counseling Psychology, 38(4), 424-430. doi:10. 1037/0022-0167.38.4.424
- Lent, R. W., Paixão, M. P., da Silva, J. T., & Leitão, L. M. (2010). Predicting occupational interests and choice aspirations in Portuguese high school students: A test of social cognitive career theory. Journal of Vocational Behavior, 76(2), 244-251. doi:10.1016/j.jvb.2009.10.001
- Luzzo, D. A., & McWhirter, E. H. (2001). Sex and ethnic differences in the perception of educational and career-related barriers and levels of coping efficacy. Journal of Counseling & Development, 79(1), 61-67. doi:10.1002/j.1556-6676.2001.tb01944.x
- Mateos-Aparicio, G. (2011). Partial least squares (PLS) methods: Origins, evolution, and application to sciences. Communications in Statistics-Theory and Methods, 40(13), 2305-2317. doi:10. 1080/03610921003778225
- McWhirter, E. H., Torres, D. M., Salgado, S., & Valdez, M. (2007). Perceived barriers and postsecondary plans in Mexican American and White adolescents. Journal of Career Assessment, 15(1), 119-138. doi:10.1177/1069072706294537
- Miller, M. J., Sendrowitz, K., Connacher, C., Blanco, S., de la Peña, C. M., Bernardi, S., & Morere, L. (2009). College students’ social justice interest and commitment: A social-cognitive perspective. Journal of Counseling Psychology, 56(4), 495-507. doi:10.1037/a0017220
- Mitchell, M. (1993). Situational interest: Its multifaceted structure in the secondary school mathematics classroom. Journal of Educational Psychology, 85(3), 424-436. doi:10.1037/0022- 0663.85.3.424
- Mullis, I. V. S., Martin, M. O., Ruddock, G. J., O’Sullivan, C. Y., & Preuschoff, C. (2009). TIMSS 2011 assessment frameworks. Chestnut Hill, MA: TIMSS & PIRLS International Study Center & Lynch School of Education, Boston College.
- Murray, C. (2009). Parent and teacher relationships as predictors of school engagement and functioning among low income urban youth. Journal of Early Adolescence, 29(3), 376-404. doi:10.1177/0272431608322940
- Nie, Y., & Lau, S. (2010). Differential relations of constructivist and didactic instruction to students’ cognition, motivation, and achievement. Learning and Instruction, 20(5), 411-423. doi:10.1016/ j.learninstruc.2009.04.002
- Perez-Felkner, L., McDonald, S.-K., Schneider, B., & Grogan, E. (2012). Female and male adolescents’ subjective orientations to mathematics and the influence of those orientations on postsecondary majors. Developmental Psychology, 48(6), 1658-1673. doi:10.1037/a0027020
- Reinartz, W., Haenlein, M., & Henseler, J. (2009). An empirical comparison of the efficacy of covariance-based and variance-based SEM. International Journal of Research in Marketing, 26(4), 332-344. doi:10.1016/j.ijresmar.2009.08.001
- Riconscente, M. M. (2014). Effects of perceived teacher practices on Latino high school students’ interest, self-efficacy, and achievement in mathematics. Journal of Experimental Education, 82(1), 51-73. doi:10.1080/00220973.2013.813358
- Ringle, C. M., Wende, S., & Becker, J.-M. (2015). Smart PLS 3. Boenningstedt, Germany: SmartPLS GmbH.
- Robbins, S. B., Lauver, K., Le, H., Davis, D., Langley, R., & Carlstrom, A. (2004). Do psychosocial and study skill factors predict college outcomes? A meta-analysis. Psychological Bulletin, 130(2), 261-288. doi:10.1037/0033-2909.130.2.261
- Son, H.-K., Lee, H., & Kim, M. (2014). Factors affecting mental health and behavioral problems in high school students: Based on a social cognitive career theory. Child Health Nursing Research, 20(4), 314-321. doi:10.4094/chnr.2014.20.4.314
- Super, D. E. (1953). A theory of vocational development. American Psychologist, 8(5), 185-190. doi:10.1037/h0056046
- Super, D. E. (1964). A developmental approach to vocational guidance: Recent theory and results. Vocational Guidance Quarterly, 13(1), 1-10. doi:10.1002/j.2164-585X.1964.tb00688.x
- Super, D. E. (1980). A life-span, life-space approach to career development. Journal of Vocational Behavior, 16(3), 282-298. doi:10.1016/0001-8791(80)90056-1
- Teng, L. Y., Morgan, G. A., & Anderson, S. K. (2001). Career development among ethnic and age groups of community college students. Journal of Career Development, 28(2), 115-127. doi:10. 1177/089484530102800203