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The role of self-efficacy and social belonging in Norwegian upper secondary students' interest in gendered occupations.

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Title: The role of self-efficacy and social belonging in Norwegian upper secondary students' interest in gendered occupations.
Authors: Gabriel, Ute1 (AUTHOR) Ute.Gabriel@ntnu.no, Kim, Jonathan1 (AUTHOR), Taraldsen, Jonette1 (AUTHOR)
Source: Social Psychology of Education. 5/26/2025, Vol. 28 Issue 1, p1-28. 28p.
Subject Terms: *Cognitive psychology, *Vocational interests, *Student interests, Social belonging, Social cognitive theory
Abstract: This study examined how self-efficacy and expected social belonging influence Norwegian upper secondary students' interest in gender-dominated and gender-balanced occupations. A survey of 205 students assessed their self-efficacy, expected social belonging, and vocational interest for 12 occupations presented with short descriptions. Results indicated a preference for gender-matching occupations: girls showed more interest in women-dominated occupations, while boys preferred men-dominated ones. In line with Social Cognitive Career Theory, both girls' and boys' self-efficacy and expected social belonging similarly predicted their vocational interests. This finding contrasts with other studies that may have conflated gender composition of occupations with their status. However, self-efficacy and expected social belonging do not fully account for the preference for gender-matching occupations. Notably, girls' expected social belonging was more strongly associated with interest in gender-balanced and women-dominated occupations than in men-dominated ones, whereas no such pattern was found for boys. [ABSTRACT FROM AUTHOR]
Copyright of Social Psychology of Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: <searchLink fieldCode="AR" term="%22Gabriel%2C+Ute%22">Gabriel, Ute</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> Ute.Gabriel@ntnu.no</i><br /><searchLink fieldCode="AR" term="%22Kim%2C+Jonathan%22">Kim, Jonathan</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Taraldsen%2C+Jonette%22">Taraldsen, Jonette</searchLink><relatesTo>1</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Social+Psychology+of+Education%22">Social Psychology of Education</searchLink>. 5/26/2025, Vol. 28 Issue 1, p1-28. 28p.
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  Data: This study examined how self-efficacy and expected social belonging influence Norwegian upper secondary students' interest in gender-dominated and gender-balanced occupations. A survey of 205 students assessed their self-efficacy, expected social belonging, and vocational interest for 12 occupations presented with short descriptions. Results indicated a preference for gender-matching occupations: girls showed more interest in women-dominated occupations, while boys preferred men-dominated ones. In line with Social Cognitive Career Theory, both girls' and boys' self-efficacy and expected social belonging similarly predicted their vocational interests. This finding contrasts with other studies that may have conflated gender composition of occupations with their status. However, self-efficacy and expected social belonging do not fully account for the preference for gender-matching occupations. Notably, girls' expected social belonging was more strongly associated with interest in gender-balanced and women-dominated occupations than in men-dominated ones, whereas no such pattern was found for boys. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Social Psychology of Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: 5/26/2025
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