First-Generation College Students' Persistence Intentions in Engineering Majors. (February 2017)

• Record Type: Journal Article
• Authors: Garriott, Patton O.; Navarro, Rachel L.; Flores, Lisa Y.
• Other Names: Lent Robert W. guest-editor.; Brown Steven D. guest-editor.
• Is Part Of: Journal of career assessment. Volume 25:Number 1(2017:Feb.)
• Page Start: 93
• Page End: 106
• Publication Date: 2017-02
• Subjects: first-generation college students -- social cognitive career theory -- engineering -- persistence -- parental support; Vocational guidance -- Periodicals; 331.702
• DOI: 10.1177/1069072716657533
• Languages: English
• ISSNs: 1069-0727

Abstract

This study examined the relationship between parental support, engineering-related (realistic/investigative themed) learning experiences, self-efficacy, outcome expectations, and persistence intentions in a sample of first-generation college student (FGCS) engineering majors ( N = 130). Parental support was assessed at the conclusion of an academic year and modeled as a predictor of other engineering-related variables assessed a year later using the social cognitive career theory framework. Results showed that parental support predicted realistic/investigative-themed verbal persuasion and vicarious learning, while realistic/investigative-themed performance accomplishments and physiological arousal predicted engineering self-efficacy. Realistic/investigative performance accomplishments also predicted outcome expectations. Self-efficacy and outcome expectations were predictors of engineering persistence intentions. Contrary to expectations, self-efficacy did not significantly predict outcome expectations. Mediation analyses revealed that the relationships of realistic/investigative-themed performance accomplishments and physiological arousal to persistence intentions were explained by self-efficacy. Results are discussed in terms of increasing retention of FGCS in engineering.