Self-efficacy and vocational interests in the prediction of academic performance of students in engineering technology

This study explored the extent to which career self-efficacy beliefs, math-SAT scores, high school GPA and vocational interests could predict academic performance of students enrolled in Computer Science and Engineering Technology programs.;Research was based on social cognitive theory and self-efficacy theory. These theories were used to assess the students' ability to complete the educational requirements of Computer Science and Engineering Technology programs.;The participants (N = 125) included in the statistical analyses consisted of 85 males and 40 females. These participants completed measures of self-efficacy and expressed vocational interests in technical fields using a three-part instrument, referred to as the Science and Engineering Career questionnaire (SEC).;Data collected were analyzed using descriptive statistics and multiple linear/stepwise regression. Results of this study supported and extended results from previous studies that showed self-efficacy expectations to be highly correlated to the indices of academic performance behavior (Hackett & Betz, 1984; Lent et al., 1986) as well as vocational interests and a range of perceived career choices. Results of the study also provided a regression model that can assist counselors to guide students in achieving good academic grades.;Findings of the study support the need for further research to involve investigations that compare academic progress and career behavior across racial, ethnic and socioeconomic levels. Such research may serve to expand the knowledge base useful for recruiting, counseling, and advising students.