The development of the revised version of the Educational Outcome Expectancy Scale

dc.contributor.advisor Lisa M. Larson
dc.contributor.author Tilley, Brian
dc.contributor.department Psychology
dc.date 2018-08-24T20:28:46.000
dc.date.accessioned 2020-06-30T07:48:48Z
dc.date.available 2020-06-30T07:48:48Z
dc.date.copyright Sat Jan 01 00:00:00 UTC 2005
dc.date.issued 2005-01-01
dc.description.abstract <p>Lent, Brown, & Hackett's (1994) social cognitive career theory (SCCT) proposes that the three processing mechanisms that underlie the development of educational interests, persistence, and achievement are self efficacy (SE), outcome expectancies (OEs), and goal representations. The researcher had two goals for this paper: to revise a measure of educational outcome expectancies, the Educational Outcome Expectancy Scale-Revised (EOE-R; Springer, Larson, Tilley, & Gasser, 2001) and obtain initial validity and reliability estimates for the measure. The researcher conducted an exploratory factor analysis and provided reliability estimates. He also obtained estimates of convergent validity for the measure using a measure of college SE, the College Self-Efficacy Instrument (CSEI; Solberg, O'Brien, Villareal, & Kennel, 1993) and a measure of personality, the Multidimensional Personality Questionnaire (MPQ; Tellegen, 1982; Tellegen & Waller, in press). In addition, he obtained an estimate of criterion validity using a measure of satisfaction for college students, the Your First College Year measure (YFCY; Astin, 1993). The results supported a 23-item single-factor model with internal consistency of alpha = .93. The results also supported convergent and criterion validity estimates of the EOE-R with expected significant correlations with the CSEI, with some primary scales of the MPQ, and with the YFCY. The results supported the positive correlation between educational OE and college SE as theorized in SCCT and found in the literature. The results added to the relative lack of literature by supporting a relation between educational OE and some facets of personality. Finally, results also support the positive relation between OE and satisfaction as conceptually discussed (Bandura, 1986; Lent et al., 1994). Additional Analyses included exploration of a six-factor solution for the EOE-R and EOE-R scores by college major.</p>
dc.format.mimetype application/pdf
dc.identifier archive/lib.dr.iastate.edu/rtd/1598/
dc.identifier.articleid 2597
dc.identifier.contextkey 6095131
dc.identifier.doi https://doi.org/10.31274/rtd-180813-9848
dc.identifier.s3bucket isulib-bepress-aws-west
dc.identifier.submissionpath rtd/1598
dc.identifier.uri https://dr.lib.iastate.edu/handle/20.500.12876/69667
dc.language.iso en
dc.source.bitstream archive/lib.dr.iastate.edu/rtd/1598/r_3184656.pdf|||Fri Jan 14 20:49:29 UTC 2022
dc.subject.disciplines Clinical Psychology
dc.subject.disciplines Quantitative Psychology
dc.subject.keywords Psychology
dc.subject.keywords Psychology (Counseling psychology)
dc.subject.keywords Counseling psychology
dc.title The development of the revised version of the Educational Outcome Expectancy Scale
dc.type article
dc.type.genre dissertation
dspace.entity.type Publication
relation.isOrgUnitOfPublication 796236b3-85a0-4cde-b154-31da9e94ed42
thesis.degree.level dissertation
thesis.degree.name Doctor of Philosophy
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