A study of self-efficacy based interventions on the career development of high achieving male and female high school students

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dc.contributor.authorDungan, H. Nancy Fitzpatricken
dc.contributor.committeechairHumes, Charles W. IIen
dc.contributor.committeememberMalpass, Peter G.en
dc.contributor.committeememberMiles, Johnnie H.en
dc.contributor.committeememberLittle, Linda F.en
dc.contributor.committeememberGill, Fredda Herndonen
dc.contributor.departmentStudent Personnel Servicesen
dc.date.accessioned2014-03-14T21:08:59Zen
dc.date.adate2006-02-01en
dc.date.available2014-03-14T21:08:59Zen
dc.date.issued1992-01-15en
dc.date.rdate2006-02-01en
dc.date.sdate2006-02-01en
dc.description.abstractOver the last twenty years women have gradually entered number of occupations that have been considered "traditionally male". Despite recent gains, women continue to be underrepresented in science, mathematics and engineering career fields. Based on the application of Bandura's self-efficacy theory as applied to career development, the purpose of this study was to determine whether there was any difference in career choice self-efficacy, career decision-making self-efficacy or career maturity after participating in one of two performance-based research programs, specifically, a community-based mentorship program or a school-based research program. In addition the study investigated gender and personality differences between the groups, the student and mentor/supervisor perceptions of the quality and enjoyment of the experience, the quantitative application, the time involved and ways to improve the programs. The quasi-experimental study used a non-randomized control-group pretest-posttest design with two experimental groups and one control group. To determine the reliability and validity of the student perception instrument and the mentor/supervisor validation assessment, a pilot study was conducted. The groups were pre and post tested using the Career Decision-Making Self-Efficacy Scale, the Career Development Inventory and the Self-Efficacy for Technical/Scientific Fields Scale. The data were analyzed using multivariate analysis of variance (MANOVA) with PSAT scores and grade point averages serving as covariates. The results of the study found no differences in gain scores between the experiential programs and ordinary maturation. However, students in the mentorship program felt more positive about their mentor, the scientific/technical nature of the experience, and the application and enjoyment of the program than did the school-based group. The groups differed generally on the judging/perceiving characteristic of the Myers-Briggs Personality Indicator scale. Gender differences were found in time supervisors spent with students: whereas, mentors spent over twice as much time helping females, school-based teachers spent twice as much time with males. Recommendations include further validation of self-efficacy measures, further investigation of the effectiveness of self-efficacy based interventions, and replication with more diverse and special populations as well as with elementary and junior high school students.en
dc.description.degreeEd. D.en
dc.format.extentx, 162 leavesen
dc.format.mediumBTDen
dc.format.mimetypeapplication/pdfen
dc.identifier.otheretd-02012006-141725en
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-02012006-141725/en
dc.identifier.urihttp://hdl.handle.net/10919/37243en
dc.language.isoenen
dc.publisherVirginia Techen
dc.relation.haspartLD5655.V856_1992.D864.pdfen
dc.relation.isformatofOCLC# 26101238en
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subject.lccLD5655.V856 1992.D864en
dc.subject.lcshCounseling in secondary education -- United Statesen
dc.subject.lcshGifted children -- Counseling of -- United Statesen
dc.subject.lcshVocational guidance -- United Statesen
dc.subject.lcshVocational interests -- United Statesen
dc.subject.lcshWomen -- Vocational guidance -- United Statesen
dc.titleA study of self-efficacy based interventions on the career development of high achieving male and female high school studentsen
dc.typeDissertationen
dc.type.dcmitypeTexten
thesis.degree.disciplineStudent Personnel Servicesen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.nameDoctor of Educationen

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