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Parental Emotional Support, Science Self‐Efficacy, and Choice of Science Major in Undergraduate Women
Author(s) -
Scott Anne B.,
Mallinckrodt Brent
Publication year - 2005
Publication title -
the career development quarterly
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.846
H-Index - 53
eISSN - 2161-0045
pISSN - 0889-4019
DOI - 10.1002/j.2161-0045.2005.tb00995.x
Subject(s) - graduation (instrument) , self efficacy , psychology , medical education , clinical psychology , developmental psychology , social psychology , medicine , engineering , mechanical engineering
Former participants in a high school enrichment program for girls interested in science careers were surveyed 1 to 2 years after high school graduation. After reporting their college major, they completed measures of science self‐efficacy and quality of emotional bonds with parents. Of the 41 women, 5 were not enrolled in college. Those actually majoring in science ( n = 23) reported significantly higher science self‐efficacy than those who were undecided or had chosen nonscicnce majors ( n = 13). Science self‐efficacy was significantly negatively associated with recollections of fathers as having been highly controlling and likely to use a “love withdrawal” parenting style.