Applying social cognitive career theory to the study abroad choice process

Area of Science:

• Psychology
• Education
• Sociology

Background:

• Studying abroad offers significant career, academic, and personal development opportunities for college students.
• Social cognitive career models provide a framework for understanding educational and career choices.
• Existing models needed adaptation to specifically address the study abroad experience.

Purpose of the Study:

• To adapt and test social cognitive models of career choice and self-management for study abroad.
• To identify key predictors of college students' interest in and intentions to study abroad.
• To develop and validate psychometric measures for study abroad self-efficacy, outcome expectations, supports, and barriers.

Main Methods:

• Adapted social cognitive career models (Lent et al., 1994; Lent & Brown, 2013).
• Assessed psychometric properties of new/revised measures in an initial sample (N=325) and cross-validated in a second sample (N=277).
• Utilized structural path modeling to analyze predictors of study abroad interest and intentions.

Main Results:

• Developed and validated measures with an 8-factor structure, demonstrating adequate reliability and validity.
• Confirmed a higher-order model of study abroad self-efficacy (cultural adjustment, decision-making, administrative tasks).
• Structural path model showed good fit, supporting most paths predicting study abroad interests and intentions.

Conclusions:

• Social cognitive career models effectively explain study abroad interest and intentions.
• Self-efficacy, outcome expectations, and perceived support are crucial factors.
• Future research should extend these models to study abroad engagement and related career behaviors.