This study examined the efficacy of a career intervention aimed at promoting adolescents’ perceptions of scientific self‐efficacy (SSE), as well as interest in specific activities and careers relevant to energy science. One hundred thirty‐four adolescents (60 girls, 74 boys) completed self‐efficacy and interest measures on 4 occasions (Time [T] T1 to T4]) during the course of the 6‐day intervention. Results of latent change modeling yielded evidence of significant growth in SSE from T1 to T4. Results of a multiple regression analysis also revealed that situational interest in an energy science activity at T2 was a significant positive predictor of SSE at T4, thus offering further clarity regarding the theorized sequence of causal relations between interest and self‐efficacy. Findings call attention to the need for future research on the role of task‐level interest in the social cognitive career theory framework and highlight the importance of mastery experiences in the delivery of science, technology, engineering, and mathematics career interventions.

中文翻译：

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情境兴趣和科学自我效能：能源科学职业干预的影响

这项研究检查了旨在提高青少年对科学自我效能感（SSE）的理解以及对与能源科学相关的特定活动和职业的兴趣的职业干预的功效。在为期6天的干预过程中，有104名青少年（60名女孩，74名男孩）在4次场合（时间[T] T1至T4]）完成了自我效能感和兴趣测量。潜在变化建模的结果产生了从T1到T4 SSE显着增长的证据。多元回归分析的结果还显示，在T2时，对能源科学活动的情境兴趣是在T4时SSE的显着正向预测因子，因此，对于兴趣与自我效能之间因果关系的理论序列提供了进一步的清晰性。