The Relationship Between Vocational Interests, Self-Efficacy, and Achievement in the Prediction of Educational Pathways

Abstract

The influence of vocational interest, self-efficacy beliefs, and academic achievement on choice of educational pathway is described for a cohort of Australian students. Participants were 189 students aged 14—15 years, who were considering either academic or applied learning pathways and subject choices for the final 3 years of secondary school. Using Holland’s interest model within a social cognitive career theory (SCCT) framework, logistic regression analyses indicated that all three constructs were significant predictors of pathway and subject selection and enrolment. The best predictive model for students with strong Realistic interests was an interaction of self-efficacy and interest. For Investigative students, both self-efficacy and achievement were best predictors and for Artistic, Social, and Conventional, achievement was the best predictor of future course enrolment. The results of this research offer partial support for the theory of Lent, Brown, and Hackett in that a variable pattern of associations between vocational interest, self-efficacy, and achievement emerged across the Holland interest themes.

Using the theory of planned behaviour to understand students’ subject choices in post-compulsory education

“…This contrasts to previous findings and is also somewhat surprising given that perceived behavioural control is considered by many to be akin to self-efficacy (e.g. Manstead and van Eekelen 1998), which has long been established as influential in students' educational choices (Betz and Hackett 1983;Lent, Frederick, and Bieschke 1991;Patrick, Care, and Ainley 2011). Indeed, the two items used to measure perceived behavioural control in the present study, that is, 'I am confident that if I wanted to I could study physics/ media studies at AS level (strongly agree-strongly disagree)' and 'For me, studying physics/media studies at AS level would be (impossible-possible)', are particularly synonymous with the concept of self-efficacy.…”

Persons pursuing multiple objects of interest in multiple contexts

“…There is increasing empirical evidence that interest is a powerful catalyst for learning and academic development. A vast body of research shows positive effects of interest on student engagement at school, perceived task value, better academic achievements, and timely degree attainment in specific educational programs (Hidi 2006;Patrick et al 2011;Renninger and Hidi 2016;Tobias 1994). Moreover, interest is a significant factor in making sustainable choices in education and career (Eccles and Wigfield 2002;Harackiewicz et al 2008;Holmegaard 2015;Maltese and Tai 2010).…”

Assessing High School Student’s STEM Career Interests Using a Social Cognitive Framework

“…In much of the research on STEM careers, Social Cognitive Career Theory (SCCT) [7] has been the most widely used theoretical framework for empirical inquiry [8]. Empirical studies have shown that self-efficacy [9][10][11][12][13][14], interests [6,11,[15][16][17], course selection [14,16], STEM-related activities, school engagement [16,18], academic proficiencies, and familial background [16] are predictive of STEM-related career paths. In a recent qualitative study, Li, Mau, Chen, Lin, & Lin [19] identified four domains, personal input, contextual variables, outcome expectations, and self-efficacy, that were involved in the STEM career development of high-school students, which parallel with the SCCT theoretical framework.…”