data from a number of independent studies that have addressed the
same hypothesis or set of hypotheses. Meta-analysis enables review-
ers to calculate a single index of the strength of hypothesized rela-
tions across all studies and to test statistically the extent to which
studies collectively support or disconfirm theoretical hypotheses.
We present an overview of the meta-analytic findings that have
directly tested some of the relationships posited by SCCT.
In integrating findings relevant to SCCT’s model of interests,
Lent and colleagues (1994) observe that both self-efficacy and out-
come expectations correlate substantially with occupational inter-
ests. The researchers also find support for the hypothesis that the
effect of prior ability (or performance) on career-related interests
operates indirectly through self-efficacy beliefs. In other words, find-
ings suggest that ability may influence self-efficacy, which, in turn,
affects interests (see Figure 7.1). In testing SCCT’s choice model,
findings have revealed that interests, self-efficacy, and outcome
expectations all relate to measures of choice-content goals. The
effects of self-efficacy and outcome expectations on choice appear
to be largely channeled through interests, though the social cogni-
tive factors also appear to have a small, direct influence on choice
(Lent et al., 1994; see Figure 7.2).
SCCT’s performance model predictions have been tested in both
educational and occupational settings. Multon and colleagues (1991)
combine data from studies assessing the relations of self-efficacy
beliefs to measures of academic performance, whereas Sadri and
Robertson (1993) and Stajkovic and Luthans (1998) include data on
both academic and occupational performance. Each of these reviews
shows remarkably consistent correlations between self-efficacy and
performance; several factors have been shown to affect the strength
of this relationship. For example, stronger self-efficacy–performance
relations were found in older versus younger students and in low-
achieving versus adequately achieving samples (Multon et al., 1991).
In addition, as suggested by theory, ability has been found to affect
performance both directly and indirectly through its influence on self-
efficacy beliefs (Lent et al., 1994; see Figure 7.3).
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