Effects of self-efficacy-enhancing interventions on the math/science self-efficacy and career interests, goals, and actions of career undecided college students

Darrell Anthony Luzzo, Patricia Hasper, Katrice A. Albert, Maureen A. Bibby, Edward A. Martinelli

Research output: Contribution to journalArticlepeer-review

144 Scopus citations

Abstract

This investigation evaluated the effects of both performance accomplishment and vicarious learning experiences on the math/science self- efficacy and career interests, goals (i.e., aspirations), and actions (i.e., choice of major and enrollment in courses) of career undecided college students. Undergraduates who possessed at least a moderate level of math ability and who self-reported at least a moderate level of career undecidedness were randomly assigned to 1 of 4 treatment conditions: performance accomplishment only, vicarious learning only, combined treatment (performance accomplishment and vicarious learning), or the control group. Pre- and posttreatment assessments of participants' math/science self- efficacy, vocational interests, career aspirations, and career choice actions (i.e., choice of major and courses) revealed significant effects of the performance accomplishment and combined treatments on several of the dependent variables. Theoretical and counseling implications of the results are discussed.

Original languageEnglish (US)
Pages (from-to)233-243
Number of pages11
JournalJournal of Counseling Psychology
Volume46
Issue number2
DOIs
StatePublished - Apr 1 1999

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