Testing Social Cognitive Career Theory in Colombian adolescent secondary students: a study in the field of mathematics and science

Abstract

This study aims to validate the model for vocational interests and choices defined by Social Cognitive Career Theory (SCCT) in the context of Colombian secondary education, with a view to extending previous research in various ways. Firstly, in terms of cross-cultural validation, it examines the whole core of the model of vocational interests and choices in the science/mathematics area for the first time with Latin-American secondary school students. Secondly, it tests the SCCT model for the first time in an ethnically diverse population outside the United States, including minority groups. Finally, it examines the role in this new context of the perceived social support in career development processes. 2,787 Colombian secondary school students took part in the study. The subjects were evaluated for self-efficacy, outcome expectations, interests, occupational aspirations and perceived social support for entry to careers in the science/mathematics area. Structural equation modeling (including multigroup analysis for gender and ethnic group) was used to test the fit of the hypothesized model to the data. In the full sample, results indicated global support for SCCT as a way to predict Colombian students’ interests and occupational aspirations in the field of mathematics and science (CFI=.96 and RMSEA=.046). All the hypotheses formulated were verified with the exception of those related to the direct effects of self-efficacy and outcome expectations in connection with occupational aspirations. Collectively, the predictors accounted for 52% of the variance in interests and for 40% of the variance in occupational aspirations. In addition, results also suggest that the model is invariant across gender and ethnic groups (White Colombian, Mestizo Colombian and Afro-Colombian). The implications for both future research on SCCT and intervention are discussed.