Do They Feel Ready? Self-Efficacy of Career and Technical Education High School Student

Autor/inn/en	Spillers, Jayda G.; Lovett, Myra
Titel	Do They Feel Ready? Self-Efficacy of Career and Technical Education High School Student
Quelle	In: Research Issues in Contemporary Education, 7 (2022) 1, S.1-25 (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Vocational Education; High School Students; Self Efficacy; Correlation; Courses; Job Skills; Employment Qualifications; Credentials; Educational Environment; Grade 12; High School Seniors; Experiential Learning; Student Attitudes + Suchen Sie Ihr Suchwort? Ausbildung; Berufsbildung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Self-efficacy; Selbstwirksamkeit; Korrelation; Kursangebot; Produktive Fertigkeit; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Studienbuch; Lernumgebung; Pädagogische Umwelt; Schulumwelt; School year 12; 12. Schuljahr; Schuljahr 12; Experiental learning; Erfahrungsorientiertes Lernen; Schülerverhalten
Abstract	This non-experimental, quantitative study used a correlational research design to determine if a significant, positive relationship existed between students' completion of a series of CTE courses "and" earning industry-recognized credentials and sense of self-efficacy toward employment pursuits. This research was framed within Social Cognitive Career Theory (SCCT). Data analysis consisted of descriptive statistics using the Pearson's "r" for correlational results. A positive correlation was found in students' course-taking with IRCs and the self-efficacy variables of perseverance and performance. An unanticipated finding from the self-efficacy scale found all students exhibited high mean scores across the individual questions. Findings were supported by the literature on the self-efficacy domain of mastery experience in relation to school environment and contextual teaching and learning experiences. Implications of this study include the benefits of mastery experiences in building self-efficacy and the integration of academic and vocational subjects, both of which can increase the transference of skills across disciplines. (As Provided).
Anmerkungen	Louisiana Educational Research Association. e-mail: rice@leraweb.net; Web site: http://leraweb.net/ojs/index.php/rice
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01