posit somewhat different relations between contextual variables and choice actions. The authors tested the predictions of these 2 model variations. Participants (328 students in an introductory engineering course) completed measures of SCCT's person (self-efficacy, coping efficacy, outcome expectations, interests, academic goals) and contextual variables (environmental supports and barriers) related to the pursuit of engineering majors. Findings indicated good support for a model portraying contextual supports and barriers as linked to choice goals and actions (i.e., persistence in engineering) indirectly, through self-efficacy, rather than directly, as posited by SCCT. Implications for future research on SCCT's choice and environmental hypotheses are discussed.

This study examined the utility of social cognitive career theory (SCCT; R. W. Lent, S. D. Brown, & G. Hackett, 1994) in predicting engineering interests and major choice goals among women and men and among students at historically Black and predominantly White universities. Participants (487 students in introductory engineering courses at 3 universities) completed measures of academic interests, goals, self-efficacy, outcome expectations, and environmental supports and barriers in relation to engineering majors. Findings indicated that the SCCT-based model of interest and choice goals produced good fit to the data across gender and university type. Implications for future research on SCCT's choice hypotheses, and particularly for the role of environmental supports and barriers in the choice of science and engineering fields, are discussed.

Lent (2004) posited a model of domain-specific and overall life satisfaction in which social-cognitive variables (self-efficacy, outcome expectations, environmental supports, and perceived goal progress) play key roles. In this study, the authors examined the relation of these variables to academic satisfaction. Participants were 153 engineering students. Results of structural equation modeling analyses indicated that the social-cognitive model fit the data well overall and that each of the predictors, except for outcome expectations, explained unique variation in students’ academic satisfaction. The authors consider the implications of the findings for further research and practice on academic and work satisfaction.

No abstract

PTSD Coach is a mobile application (app) designed to help individuals who have post-traumatic stress disorder (PTSD) symptoms better understand and self-manage their symptoms. It has wide-scale use (over 130,000 downloads in 78 countries) and very favorable reviews but has yet to be evaluated. Therefore, this study examines user satisfaction, perceived helpfulness, and usage patterns of PTSD Coach in a sample of 45 veterans receiving PTSD treatment. After using PTSD Coach for several days, participants completed a survey of satisfaction and perceived helpfulness and focus groups exploring app use and benefit from use. Data indicate that participants were very satisfied with PTSD Coach and perceived it as being moderately to very helpful with their PTSD symptoms. Analysis of focus group data resulted in several categories of app use: to manage acute distress and PTSD symptoms, at scheduled times, and to help with sleep. These findings offer preliminary support for the acceptability and perceived helpfulness of PTSD Coach and suggest that it has potential to be an effective self-management tool for PTSD. Although promising, future research is required to validate this, given study limitations.