Applying social cognitive career theory to the study abroad choice process.

Abstract

Studying abroad during college is an educational choice that has significant implications for students' career, academic, and personal development. This study adapted the social cognitive models of career choice (Lent et al., 1994) and self-management (Lent & Brown, 2013) to examine predictors of study abroad interest and choice intentions. The psychometric properties of new and revised domain-specific measures of self-efficacy, outcome expectations, supports, and barriers were first assessed with an initial sample of 325 college students. The measures yielded an 8-factor structure and adequate reliability and validity estimates. The factor structure was cross-validated in an independent sample of students (N = 277). Support was also found for a higher order model of study abroad self-efficacy, with a single second order factor and three first order factors corresponding to cultural adjustment, decision-making, and administrative task self-efficacy. A structural path model offered good fit to the data and support for most of the paths predicting study abroad interests and intentions. We discuss directions for future research extending social cognitive career models to engagement in the study abroad experience and related academic/career behaviors. (PsycInfo Database Record (c) 2022 APA, all rights reserved).