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Dutta A, Kang HJ, Kaya C, et al. Social-cognitive career theory predictors of STEM career interests and goal persistence in minority college students with disabilities: A path analysis. 2015;159-167doi: 10.3233/JVR-150765.
Dutta, A., Kang, H. J., Kaya, C., Benton, S. F., Sharp, S. E., Chan, F., Cardoso, E. D. S., & Kundu, M. (2015). Social-cognitive career theory predictors of STEM career interests and goal persistence in minority college students with disabilities: A path analysis. 159-167. https://doi.org/10.3233/JVR-150765
Dutta, A, et al. "Social-cognitive career theory predictors of STEM career interests and goal persistence in minority college students with disabilities: A path analysis." vol. (2015): 159-167. doi: https://doi.org/10.3233/JVR-150765
Dutta A, Kang HJ, Kaya C, Benton SF, Sharp SE, Chan F, Cardoso EDS, Kundu M. Social-cognitive career theory predictors of STEM career interests and goal persistence in minority college students with disabilities: A path analysis. 2015;159-167. doi: 10.3233/JVR-150765. UIID-AD: 3630.
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2015;159-167. doi: 10.3233/JVR-150765.

Social-cognitive career theory predictors of STEM career interests and goal persistence in minority college students with disabilities: A path analysis.

A Dutta, H J Kang, C Kaya, S F Benton, S E Sharp, F Chan, E D S Cardoso, M Kundu

UIID-AD: 3630 DOI: 10.3233/JVR-150765

Abstract

OBJECTIVE: To test the Social-Cognitive Career Theory (SCCT) as a STEM career interests and goal persistence model for minority college students with disabilities. METHODS: A quantitative descriptive research design using path analysis. Participants included 115 minority college students with disabilities from the Minority Disability Alliance in Science, Technology, Engineering, and Mathematics (MIND Alliance) project. RESULTS: The results indicated that the SCCT causal model fits the data very well, with χ2/df = 1.15; CFI = 0.99; and RMSEA= 0.04. SCCT constructs accounted for 16% of the variance in STEM career interest and 48% of the variance in STEM goal persistence. CONCLUSION: The SCCT model provides useful guidance for designing postsecondary education interventions for minority students with disabilities in STEM education to help crystalize their career interest and increase goal persistence. © 2015 - IOS Press and the authors. All rights reserved.

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