1,721,414 research outputs found
La teoría cognitivo social de desarrollo de la carrera: evidencias al modelo con una muestra de estudiantes universitarios de la rama científica
Get PDFEste artículo está basado en un proyecto de investigación financiado por el Ministerio de Economía y Competitividad (EDU-2010-17233)
Spanish High School Students' Interests in Technology: Applying Social Cognitive Career Theory
No full textThe author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This article is based on work supported by the Ministry of Economy and Competitiveness from Spain (EDU-2010-17233). We gratefully acknowledge the assistance of Shari Britner (Bradley University) and R. W. Lent (University of Maryland) for sending the scales used in this study
Gender differences in applying social cognitive career theory in engineering students
No full textThis article is based on work supported by the Ministry of Economy and Competitiveness (Spain) (EDU-2010-17233)
Parental Support, Self-Efficacy Beliefs, Outcome Expectations and Interests in Science, Technology, Engineering and Mathematics (STEM)
No full textSpanish Ministry of Economy and Competitiveness [EDU2010-17233
The influence of perceived family supports and barriers on personal variables in a Spanish sample of secondary school science-technology students
No full textThis article is based on work supported by the Ministry of Economy and Competitiveness (Spain) (EDU-2010-17233)
Influence of social cognitive and gender variables on technological academic interest among Spanish high-school students: testing social cognitive career theory
No full textMinistry of Economy and Competitiveness (Spain) (EDU-2010-17233)
“This is what I like and what i am going to study”: A qualitative study of academic decisions in high school
Get PDFInvestigación financiada por el MICINN (EDU-2010-17233) y FONDOS FEDER
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
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