Experiential High School Career Education, Self-Efficacy, and Motivation

Autor/inn/en	Gaylor, Lisa; Nicol, Jennifer J.
Titel	Experiential High School Career Education, Self-Efficacy, and Motivation
Quelle	In: Canadian Journal of Education, 39 (2016) 2, (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1918-5979
Schlagwörter	Experiential Learning; Career Education; High School Students; Self Efficacy; Student Motivation; Career Choice; Decision Making; Self Concept Measures; Vocational Maturity; Mixed Methods Research; Case Studies; Questionnaires; Interviews; Foreign Countries; Semi Structured Interviews; Canada; Career Decision Making Self Efficacy Scale + Suchen Sie Ihr Suchwort? Experiental learning; Erfahrungsorientiertes Lernen; Arbeitslehre; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Self-efficacy; Selbstwirksamkeit; Schulische Motivation; Decision-making; Entscheidungsfindung; Berufsreife; Case study; Fallstudie; Case Study; Fragebogen; Interviewing; Interviewtechnik; Ausland; Kanada
Abstract	Students' perceived self-efficacy and motivation in the context of experiential high school career education was examined through an exploratory mixed methods case study of an elective experiential career education class offered in Saskatchewan public schools. Data were generated by having students (N = 14) complete two measures at the start and end of the semester: the Career Decision-Making Self-Efficacy Scale-Short Form (CDMES-SF) (Taylor & Betz, 1983) and an adapted motivation questionnaire (Kerner, 2011). Classroom assignments, curriculum documents, and interviews with the instructor and two of the students provided further sources of data. Qualitative data were analyzed thematically and quantitative data were analyzed using dependent-t-testing. Significant differences in CDMSE-SF scores were identified and common themes emerged across the qualitative data. Findings are discussed as they relate to social cognitive theory, self-determination theory, and implications for practice and future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01