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School to career transitions: Career...

University of Minnesota.

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School to career transitions: Career awareness and CTE students.

Record Type:	Electronic resources : Monograph/item
Title/Author:	School to career transitions: Career awareness and CTE students./
Author:	Roberts, Michael Joseph.
Description:	202 p.
Notes:	Adviser: Theodore Lewis.
Contained By:	Dissertation Abstracts International69-05A.
Subject:	Education, Guidance and Counseling. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3313465
ISBN:	9780549630456

School to career transitions: Career awareness and CTE students.
Roberts, Michael Joseph.

School to career transitions: Career awareness and CTE students. - 202 p.

Adviser: Theodore Lewis.

Thesis (Ph.D.)--University of Minnesota, 2008.

This study considered social cognitive career theory (SCCT) as a framework for identifying environmental barriers that effect school-to-career (STC) transitions and then explored the relationship between those variables and career and technical education (CTE) students' career decision self-efficacy (CDSE), career outcome expectations (COE), and career planning (CP). A total of 211 CTE high school juniors and seniors (99 females and 112 males) completed demographic questions and measures of career awareness. Results revealed that the environmental variable of socioeconomic status (SES) was significantly related to CDSE and COE scores, but was not related to CP scores. Gender and the achievement variable of math (probability and statistics) were significantly related to CP scores in the final model of a hierarchical regression analyses. Interestingly, the math variable showed an inverse relationship to CP scores. Factor analysis of the CDSE-SF scale produced results similar to previous studies in that the five subscales of the instrument did not cleanly delineate in the underlying factor structure. However, temporal order was reflected in the factor structure. A factor analysis of the CP scale supported the time dimension component of distant future, intermediate future, and present as they relate to career planning. Stepwise regression analyses revealed that CDSE and COE were significantly associated to CP attitudes. Implications to STC transitions and ideas for future research are discussed.

ISBN: 9780549630456Subjects--Topical Terms:

1017740
Education, Guidance and Counseling.

School to career transitions: Career awareness and CTE students.
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245 1 0 $a School to career transitions: Career awareness and CTE students.
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502 $a Thesis (Ph.D.)--University of Minnesota, 2008.
520 $a This study considered social cognitive career theory (SCCT) as a framework for identifying environmental barriers that effect school-to-career (STC) transitions and then explored the relationship between those variables and career and technical education (CTE) students' career decision self-efficacy (CDSE), career outcome expectations (COE), and career planning (CP). A total of 211 CTE high school juniors and seniors (99 females and 112 males) completed demographic questions and measures of career awareness. Results revealed that the environmental variable of socioeconomic status (SES) was significantly related to CDSE and COE scores, but was not related to CP scores. Gender and the achievement variable of math (probability and statistics) were significantly related to CP scores in the final model of a hierarchical regression analyses. Interestingly, the math variable showed an inverse relationship to CP scores. Factor analysis of the CDSE-SF scale produced results similar to previous studies in that the five subscales of the instrument did not cleanly delineate in the underlying factor structure. However, temporal order was reflected in the factor structure. A factor analysis of the CP scale supported the time dimension component of distant future, intermediate future, and present as they relate to career planning. Stepwise regression analyses revealed that CDSE and COE were significantly associated to CP attitudes. Implications to STC transitions and ideas for future research are discussed.
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