Estudio del Desarrollo Vocacional, Autoeficacia y Expectativas de Resultado en Estudiantes de Educación con y sin Discapacidad

  1. Cobo Enríquez de Luna, Mª Enriqueta 1
  2. Polo Sánchez, M ª Tamara 2
  3. Fernández Jiménez, Carolina 2
  1. 1 CMLI
  2. 2 Universidad de Granada
    info

    Universidad de Granada

    Granada, España

    ROR https://ror.org/04njjy449

Journal:
Electronic journal of research in educational psychology

ISSN: 1696-2095

Year of publication: 2024

Issue Title: 1 de diciembre de 2024

Volume: 22

Issue: 64

Pages: 575-602

Type: Article

DOI: 10.25115/EJREP.V22I64.9884 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Electronic journal of research in educational psychology

Abstract

Introduction. Drawing on Social Cognitive Career Theory (SCCT), this study examines the academic development process of university students. According to the model, self-efficacy and outcome expectations are key constructs in SCCT, shaped by personal factors and predispositions, such as disability, gender, and race.   Method. The sample comprised 299 students enrolled in the Bachelor's Degree programs in Primary Education and Early Childhood Education at the University of Granada. The measurement instruments utilized in the study included the University Biodata Questionnaire (Rocabert et al., 2007), the Generalized Self-Efficacy Scale (Baessler & Schwarzer, 1996), and the Academic Outcome Expectations Scale (Zalazar-Jaine & Cupani, 2018).   Results. The study variables demonstrated a direct relationship among them. Validation tests were conducted due to the adaptation of one of the instruments, highlighting its suitability for the study. No differences were observed in vocational development levels, self-efficacy, or outcome expectations between students with and without disabilities. Differences were found concerning the sex variable in terms of self-efficacy and outcome expectations, but not in relation to effective vocational development.   Discussion or Conclusión. While the overall scores of the combined sample did not show significant differences in comparison, factors such as vocational interest periods, perceived barriers to study completion, satisfaction with the chosen career, and extrinsic or intrinsic academic outcome expectations exhibited notable variations between the two groups. The exploratory nature of the study is emphasized, along with the potential biases within the sample regarding disability and gender.

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