They completed measures of self-efficacy, outcome expectations, interests, and goals near the end of two consecutive semesters.
They completed measures of self-efficacy, outcome expectations, interests, goals, and social supports and barriers with respect to computing majors.
They completed measures of instrumentality, support, self-efficacy, outcome expectations, interests, academic satisfaction, and intended persistence at two time points approximately 12 months apart.
Path analyses indicated support for a model in which self-efficacy served as a temporal precursor of outcome expectations, interests, and goals.
They completed measures of self-efficacy, outcome expectations, interests, goals, and environmental supports and barriers near the end of two consecutive semesters.
Path analyses indicated overall support for the choice model and, in particular, suggested that self-efficacy served as a temporal precursor of outcome expectations, interests, goals, and supports.
Participants were 579 sophomore engineering students who completed measures of self-efficacy beliefs, outcome expectations, interests, goals and social supports and barriers.
The participants, 908 students enrolled in engineering majors at two state universities, completed measures of academic support, self-efficacy, outcome expectations, interests, satisfaction, positive affect, and intended persistence at the end of each of their first four semesters.
Students completed measures of academic support, self-efficacy, outcome expectations, interests, satisfaction, positive affect, and intended persistence at three time points (at the end of their second, third, and fourth semesters in engineering).
