Abstract

The purpose of this study was to understand the influence of role models on students' decisions to major in Information Systems (IS). Based on social cognitive career theory, we derived and tested a theoretical model to explain how role models influence students’ academic choices. Results indicate that role models do not have a direct effect on students’ aspirations to major in IS and its effects on academic choices are channeled indirectly through other factors. More specifically, role models boost students’ confidence in their own abilities to successfully perform as an IS major and raise their expectations of the positive outcomes that will be received by majoring in this discipline. Encouragement and stimulation from role models also inspire students to be inquisitive about IS majors and careers, which in turn elevates students’ aspirations to pursue an IS major. Implications for theory and practice are discussed.

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The Influence of Role Models on Students’ Decisions to Pursue the IS Major

The purpose of this study was to understand the influence of role models on students' decisions to major in Information Systems (IS). Based on social cognitive career theory, we derived and tested a theoretical model to explain how role models influence students’ academic choices. Results indicate that role models do not have a direct effect on students’ aspirations to major in IS and its effects on academic choices are channeled indirectly through other factors. More specifically, role models boost students’ confidence in their own abilities to successfully perform as an IS major and raise their expectations of the positive outcomes that will be received by majoring in this discipline. Encouragement and stimulation from role models also inspire students to be inquisitive about IS majors and careers, which in turn elevates students’ aspirations to pursue an IS major. Implications for theory and practice are discussed.