Social Cognitive Predictors for Undergraduate College Student\u27s Choice Goals in Math and Science: Understanding the Role of Coping Efficacy

This study examined the utility of Social Cognitive Career Theory (SCCT; Lent, Brown, \u26 Hackett, 1994) in the prediction of undergraduate college student\u27s math and science interests and choice goals. Coping efficacy and self-efficacy beliefs were assessed separately in order to better understand the relationships between supports, barriers, coping efficacy, and math/science self-efficacy within the SCCT model. Two-hundred and forty-six undergraduate college students completed measures of math and science-related supports, barriers, coping efficacy, self-efficacy, outcome expectations, interests, and choice goals. A model specifying that barriers, but not supports, were directly related to math and science choice goals provided the best fit to the data. Paths within the best-fitting model provided support for hypotheses specific to SCCT\u27s interest and choice models. Findings also revealed that coping efficacy partially mediated the relation between supports and math/science self-efficacy. In addition, coping efficacy was found to serve as both a mediator and a moderator in the relationship between barriers and math/science self-efficacy beliefs. Implications for career counseling and for future research on the SCCT model are discussed