Mediating Effects of School Engagement between High School On-Time Completion and Career and Technical Education

Autor/inn/en	Xing, Xue; Gordon, Howard R. D.
Titel	Mediating Effects of School Engagement between High School On-Time Completion and Career and Technical Education
Quelle	In: Vocations and Learning, 14 (2021) 1, S.1-21 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Xing, Xue)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1874-785X
DOI	10.1007/s12186-020-09252-2
Schlagwörter	Learner Engagement; Graduation; Vocational Education; Longitudinal Studies; Student Experience; Public Schools; High School Students; Secondary School Curriculum; Influences; Student Organizations; Experiential Learning; High School Longitudinal Study of 2009 (NCES) + Suchen Sie Ihr Suchwort? Abschluss; Graduierung; Ausbildung; Berufsbildung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Studienerfahrung; Public school; Öffentliche Schule; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Influence; Einfluss; Einflussfaktor; Student organisations; Schülerorganisation; Studentenorganisation; Studentenvereinigung; Studentenvertretung; Experiental learning; Erfahrungsorientiertes Lernen
Abstract	Although prior studies have examined the influence of career and technical education (CTE) on high school completion in the United States, few studies provided direct empirical evidence on how it worked. Using the High School Longitudinal Study of 2009 (HSLS:2009), this study examined public high school students' CTE experience from three integral aspects (coursework, career and technical student organizations, and work-based learning) and investigated whether these experiences influenced high school on-time completion through school engagement. Results indicated that CTE coursework had the strongest positive influence on on-time completion. Mediating effects of selected school engagement variables existed for most CTE activities. Directions for future research are provided. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01