| Understanding the process of career development, particularly its early stages, is important. Ecological (Bronfenbrenner, 1979, 1988, 1993; Bronfenbrenner & Morris, 1998), social cognitive (Bandura, 1986), and self-efficacy (Bandura, 1977, 1995, 1997) theories provided the theoretical foundations for a study of career preparation self-efficacy. The career preparation self-efficacy beliefs of 167 third- through fifth-grade students were studied. These beliefs were examined in relation to person, social context, and career-related variables.;Fouad, Smith, & Enochs' (1997) scale for middle school students, an adaption of the Career Decision-Making Self-Efficacy Scale (Taylor & Betz, 1983) was modified for use with elementary-age students. Two additional measures were developed. An index of career exposure assessed indirect influences of the social environment on career preparation self-efficacy. A checklist of 15 activities assessed interest and participation in career preparation learning experiences.;Descriptive statistics were used to summarize the variables of interest. The elementary students in this study had a high level of interest in career preparation learning experiences and a high level of self-efficacy beliefs. They favored activities that involved active exploration, yet that was the area in which they were least certain of their abilities.;Univariate analyses consisted of t tests, chi-square, ANOVA, and Pearson product-moment correlations. Several significant differences were found for relationships between career exposure, interest, and learning experience participation and person (race/ethnicity) and social context (classroom and grade) variables. Post hoc multiple comparisons using Scheffe's test were used to examine the nature of differences between mean scores. The career-related variables correlated positively and significantly with each other and with career preparation self-efficacy. However, none of the person or social cognitive variables were significantly related to career preparation self-efficacy.;Factor analysis was used to reduce the self-efficacy data, yielding three revised subscales containing a total of 17 items. Two of the three subscale scores were used in subsequent multivariate analyses. A series of MANCOVAs followed by post hoc univariate tests identified a combination of variables that was significantly related to two outcomes of career preparation self-efficacy (Awareness of Interests and Goals and Active Exploration). Only career exposure and participation in career preparation learning experiences significantly contributed to an explanation of career preparation self-efficacy beliefs. While career exposure had a similar effect for both outcomes, participation in career learning experiences contributed more in the Active Exploration model. Although significant, neither model accounted for a large percentage of the variance in self-efficacy scores.;The findings from this study lend support to the combination of ecological and self-efficacy theories and to the continuation of research regarding elementary-age children's career development. Programs for this age group are encouraged. Additional implications and recommendations for theory, research, and practice are discussed. |
