Rowan-Kenyon, H.T., Swan, A.K. & Creager, M.F. (2012). Social Cognitive Factors, Support, and Engagement: Early Adolescents’ Math Interests as Precursors to Choice of Career. the Career Development Quarterly 60, 2-15.
PSYC602E Lifestyle & Career Development
Article Review
Student: CHAN, Janice Wai-Sze
Instructor: Dr Julie Au
Summer 2012
This paper presents a review of:
Rowan-Kenyon, H.T., Swan, A.K. & Creager, M.F. (2012). Social Cognitive Factors, Support, and Engagement: Early Adolescents’ Math Interests as Precursors to Choice of Career. The Career Development Quarterly 60, 2-15.
Article Summary:
The goal of this study was to investigate the notion that “students’ early perceptions of support and sense of engagement in math classes and math activities strongly influence the broadening or narrowing or their math interest”, and thus influencing their educational and career trajectories (Rowan-Kenyon et al, 2012).
Based on review of literature from a variety of sources, Rowan-Kenyon et al postulate that students who believe that they are supported by their teachers and parents in their study of maths, and have a sense of engagement in maths lessons, will be more likely to develop interest in STEM (science, technology, engineering and maths) related studies and careers.
One of the main theories cited in this article is Social Cognitive Theory (Lent, Brown & Hackett, 1994), which posits that the key factors in career development are self-efficacy, outcome expectations, and personal goals.
Interest is more likely to develop if a person feels competent at something (self-efficacy), and believes that doing it will produce a desirable outcome (outcome expectations). Interest motivates continued practice and increased involvement (personal goals), which in turn, increase efficacy and outcome expectations. This process is described as a “cyclical feedback loop” by Rowan-Kenyon et al (2012).
Kenyon et al’s hypothesis was also based on the findings of Lapan et al (1999), which suggest that perceived support from both parents and teachers is pivotal in its effect on career-related outcomes for middle and high school students. Flores
Article Review
Student: CHAN, Janice Wai-Sze
Instructor: Dr Julie Au
Summer 2012
This paper presents a review of:
Rowan-Kenyon, H.T., Swan, A.K. & Creager, M.F. (2012). Social Cognitive Factors, Support, and Engagement: Early Adolescents’ Math Interests as Precursors to Choice of Career. The Career Development Quarterly 60, 2-15.
Article Summary:
The goal of this study was to investigate the notion that “students’ early perceptions of support and sense of engagement in math classes and math activities strongly influence the broadening or narrowing or their math interest”, and thus influencing their educational and career trajectories (Rowan-Kenyon et al, 2012).
Based on review of literature from a variety of sources, Rowan-Kenyon et al postulate that students who believe that they are supported by their teachers and parents in their study of maths, and have a sense of engagement in maths lessons, will be more likely to develop interest in STEM (science, technology, engineering and maths) related studies and careers.
One of the main theories cited in this article is Social Cognitive Theory (Lent, Brown & Hackett, 1994), which posits that the key factors in career development are self-efficacy, outcome expectations, and personal goals.
Interest is more likely to develop if a person feels competent at something (self-efficacy), and believes that doing it will produce a desirable outcome (outcome expectations). Interest motivates continued practice and increased involvement (personal goals), which in turn, increase efficacy and outcome expectations. This process is described as a “cyclical feedback loop” by Rowan-Kenyon et al (2012).
Kenyon et al’s hypothesis was also based on the findings of Lapan et al (1999), which suggest that perceived support from both parents and teachers is pivotal in its effect on career-related outcomes for middle and high school students. Flores