The development and validation of a math and science career survey for elementary and middle school students
Abstract
The career development of elementary and middle school children has been largely neglected in the career development literature. Yet, career development is theorized to begin during early childhood. This study developed a measure to assess elementary and middle school-age students' career development, specifically within the fields of math and science, within the framework of the social cognitive career theory (Lent, Brown, & Hackett, 1994, 1996). The measure assessed levels of self-efficacy, outcome expectancies, and interests in math and science related activities. There were 343 students who participated in this study, approximately equal numbers of elementary and middle school students. Confirmatory factor analyses were not able to validate the expected latent constructs. Therefore, follow-up examination of the items and exploratory factor analyses were conducted. The results provided preliminary evidence that the latent constructs (i.e., self-efficacy, outcome expectations, and interests) exist within the elementary and middle school populations; however, there are some problematic items on the measure that would need to be addressed in future research. Results are discussed in terms of future directions and limitations.
Degree
Ph.D.
Advisors
Bennett, Purdue University.
Subject Area
Educational psychology|Secondary education
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