The present study demonstrates the importance of considering intersectional identities and/or social contexts in the application of social cognitive career theory and related interventions in efforts to broaden participation in engineering. Specifically, interactions among race/ethnicity, gender, and/or institutional context moderated important social-cognitive relations and differentially explained engineering undergraduates' academic engagement, satisfaction, and intended persistence.

The purpose of the present study was to examine the psychometric properties of the Sexual Coercion Inventory (SCI; Waldner, Vaden-Goad, & Sikka, 1999), revised by the authors (SCI-R). Overall, 514 high school and college students from a Midwestern state completed the SCI-R. To complete the SCI-R, high school participants completed paper-pencil surveys with those younger than 18 obtaining parental consent; college students older than 18 completed computer-based and paper-pencil surveys. Exploratory factor analysis and reliability analyses were conducted to examine the validity of score interpretation and reliability of scores for the measure. Results suggested that a 13-item multidimensional measure consisting of two factors, Manipulation and Substance Use and Aggression, provided the best parsimony and theoretical fit. Examination of convergent and discriminant validity of scores provided additional psychometric support for the revised SCI-R, specifically pertaining to other measures of sexual victimization. The SCI-R may be a useful tool for researchers to explore manipulation tactics in more depth while also assessing and differentiating between victimization that meets legal definitions of rape and non-criminal sexual victimization.

In this study, the Perceived Perfectionism from God Scale (PPGS) was developed with Latter-day Saints (Mormons) across two samples. Sample 1 (N = 421) was used for EFA to select items for the Perceived Standards from God (5 items) and the Perceived Discrepancy from God (5 items) subscales. Sample 2 (N = 420) was used for CFA and cross-validated the 2-factor oblique model as well as a bifactor model. Perceived Standards from God scores had Cronbach alphas ranging from .73 to .78, and Perceived Discrepancy from God scores had Cronbach alphas ranging from .82 to .84. Standards from God scores were positively correlated with positive affect, whereas Discrepancy from God scores was positively correlated with negative affect, shame and guilt. Moreover, these two PPGS subscale scores added significant incremental variances in predicting associated variables over and above corresponding personal perfectionism scores.

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The Negative Outcome Expectations Scale in Engineering (NOES-E) is a 21-item measure that was developed to assess anticipated negative outcomes related to pursuing engineering. Using two samples of engineering students, exploratory (n ¼ 256) and confirmatory (n ¼ 1,187) factor analyses supported a four-factor model of the NOES-E. The four factors included cultural-related stressors, personal life and work balance, job characteristics, and social costs. The results suggested that the 21-item NOES-E demonstrated strong internal consistency (Cronbach's a ¼ .94) and construct validity by a positive correlation with a measure of engineering environmental barriers and negative correlations with measures of engineering academic satisfaction, self-efficacy, environmental supports, intended persistence, and positive outcome expectations. There was nonsignificant relation between NOES-E scores and future family consideration. Also, we found that women and transgender students reported higher negative outcome expectations in engineering than men. However, there were no significant group differences across race/ethnicity. Implications for practice, theory, and future vocational research in engineering are discussed. Keywords negative outcome expectations, engineering, social cognitive, scale development, social cognitive career theory Recently, the need for high-quality engineers has increased, given their critical role in supporting the United States' competitiveness in the global economy, particularly over the next 10 years (U.S. Bureau of Labor Statistics, 2013). Unfortunately, the overall number of U.S. engineering students has flattened or decreased over the last several years and does not currently meet industry demands