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Relationship Between Technology Student Association Participation and Soft Skills Development, Controlling for Gender.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Relationship Between Technology Student Association Participation and Soft Skills Development, Controlling for Gender./
Author:	Lapinski, Lauren M.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	134 p.
Notes:	Source: Dissertations Abstracts International, Volume: 83-04, Section: A.
Contained By:	Dissertations Abstracts International83-04A.
Subject:	Vocational education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28716048
ISBN:	9798460434510

Relationship Between Technology Student Association Participation and Soft Skills Development, Controlling for Gender.
Lapinski, Lauren M.

Relationship Between Technology Student Association Participation and Soft Skills Development, Controlling for Gender. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 134 p.

Source: Dissertations Abstracts International, Volume: 83-04, Section: A.

Thesis (Ph.D.)--Old Dominion University, 2021.

This item must not be sold to any third party vendors.

The purpose of this study was to determine the relationship between student participation in Technology Student Association and the development of soft skills necessary for gainful employment. This study specifically sought information on relationships between soft skills development and (a) time spent on Technology Student Association activities; (b) competitive event success; (c) assumption of leadership roles; (d) gender. Data were provided by Pennsylvania Technology Student Association and consisted of survey responses from middle and high school students who are active Technology Student Association members across the state (n = 229).In addition to descriptive data, a multiple linear regression analysis was performed to determine the relationship between the independent variables and the dependent variable of soft skills score. As part of the regression analysis, a correlation analysis was also performed to determine the relationship between the independent variables. The independent variables collectively accounted for a significant 16% (R2 = .16) of the variance in soft skills score. Time spent per week was a significant predictor of soft skills score (β = .19) as was the assumption of leadership roles (β = .22). Gender was also a significant predictor of soft skills score as females scored 12.18 points higher than males, after controlling for leadership roles assumed, competitive event success, time spent per week, and years of participation. Additionally, significant relationships were found between the following variables: leadership roles assumed and years of participation (r [227] = .52, p < .001), leadership roles assumed and time spent per week (r [227] = .18, p =.005), leadership roles assumed and competitive event success (r [227] = .50, p < .001), leadership roles assumed and soft skills score (r [227] = .23, p < .001), time spent per week and soft skills score (r [227] = .23, p < .001), time spent per week and competitive event success (r [227] = .14, p =.039), and years of participation and competitive event success (r [227] = .54, p < .001).

ISBN: 9798460434510Subjects--Topical Terms:

539232
Vocational education.
Subjects--Index Terms:

Career and Technical Education

Relationship Between Technology Student Association Participation and Soft Skills Development, Controlling for Gender.
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300 $a 134 p.
500 $a Source: Dissertations Abstracts International, Volume: 83-04, Section: A.
500 $a Advisor: Kosloski, Michael F.
502 $a Thesis (Ph.D.)--Old Dominion University, 2021.
506 $a This item must not be sold to any third party vendors.
520 $a The purpose of this study was to determine the relationship between student participation in Technology Student Association and the development of soft skills necessary for gainful employment. This study specifically sought information on relationships between soft skills development and (a) time spent on Technology Student Association activities; (b) competitive event success; (c) assumption of leadership roles; (d) gender. Data were provided by Pennsylvania Technology Student Association and consisted of survey responses from middle and high school students who are active Technology Student Association members across the state (n = 229).In addition to descriptive data, a multiple linear regression analysis was performed to determine the relationship between the independent variables and the dependent variable of soft skills score. As part of the regression analysis, a correlation analysis was also performed to determine the relationship between the independent variables. The independent variables collectively accounted for a significant 16% (R2 = .16) of the variance in soft skills score. Time spent per week was a significant predictor of soft skills score (β = .19) as was the assumption of leadership roles (β = .22). Gender was also a significant predictor of soft skills score as females scored 12.18 points higher than males, after controlling for leadership roles assumed, competitive event success, time spent per week, and years of participation. Additionally, significant relationships were found between the following variables: leadership roles assumed and years of participation (r [227] = .52, p < .001), leadership roles assumed and time spent per week (r [227] = .18, p =.005), leadership roles assumed and competitive event success (r [227] = .50, p < .001), leadership roles assumed and soft skills score (r [227] = .23, p < .001), time spent per week and soft skills score (r [227] = .23, p < .001), time spent per week and competitive event success (r [227] = .14, p =.039), and years of participation and competitive event success (r [227] = .54, p < .001).
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