The Paths Between Gender, Barriers, Social Support, Coping Efficacy, and Educational Goals

International audienceThe twofold aim of this study was first to extend results on the career choice model previously obtained with students in science, technology, engineering, and mathematics and to gauge the relevance of including self-efficacy for coping with barriers in this model. The second aim was to examine whether examined paths varied according to gender. We investigated the paths between social support, barriers, barrier-coping efficacy, and goals in a sample of 215 students drawn from disciplines where men are underrepresented. In line with the hypothetical model, results revealed significant paths between social support, barriers, barrier-coping efficacy, and goals. Moreover, these paths did not vary according to gender. Results are discussed with reference to the literature and in terms of their practical implications. Social cognitive career theory is well rooted in vocational psychology. This theory essentially postulates that career interests, goals, and actions are determined by both individual and contextual factors. Several models have been constructed on the basis of this theory, including the interest development, choice behavior, and performance models (Lent, 2008). These have all been extensively investigated. In studies validating the career choice model, for instance, authors have investigated the relationships between self-efficacy, outcome expectations, contextual variable