Exploring Social Cognitive Outcomes of a Multiphase Mentoring Program for Girls in Armenia

Abstract

AbstractThe purpose of this study was to explore relationships between self-efficacy, interests, and choice goals for adolescent female students enrolled in a multi-phased mentoring program in Armenia. The marginalization of girls from resource-poor settings, especially in a patriarchal society such as Armenia, is significant in both the access and support networks required to obtain a college/university degree. These social and environmental obstacles can be examined through an understanding of the personal, behavioral, and environmental factors that relate to girls’ aspirations, academic, specifically math and science, and career interests, and academic career goals. The current study analyzed these relationships through a framework derived from Social Cognitive Theory and Social Cognitive Career Theory. In addition, the importance of global citizenship is addressed, as the ways in which girls understand their roles in their local and global communities. Results indicated a strong correlation between academic interests and academic goals within the general population as well as subgroupings, providing insight into how programming addressing interests and goals could create positive outcomes. The research and conclusions drawn from this study have the ability to create a widespread impact on the knowledge of the effectiveness of a multi-phased mentoring program on female self-efficacy, the relationships between self-efficacy, interests, and choice goals, the connection to global citizenship, as well as working to achieve SDG 4: quality education, 5: gender equality, and 10: reduced inequalities. Implications and recommendations are discussed.KeywordsGender equalitySDG4SDG5SDG10ArmeniaWomen’s empowermentMentorshipYouth