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The relationship of career developme...

Wood, Christopher Todd.

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The relationship of career development interventions to English self-efficacy and English motivation in high school students.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	The relationship of career development interventions to English self-efficacy and English motivation in high school students./
作者:	Wood, Christopher Todd.
面頁冊數:	177 p.
附註:	Adviser: James Cass Dykeman.
Contained By:	Dissertation Abstracts International62-10A.
標題:	Education, Educational Psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3029581
ISBN:	0493419012

The relationship of career development interventions to English self-efficacy and English motivation in high school students.
Wood, Christopher Todd.

The relationship of career development interventions to English self-efficacy and English motivation in high school students. - 177 p.

Adviser: James Cass Dykeman.

Thesis (Ph.D.)--Oregon State University, 2002.

Career development interventions are essential tools for students in achieving postsecondary success, just as motivation and self-efficacy fuel student success in academics. Over half of America's 12<super>th</super> graders Read below proficiency level. Therefore, interventions that promote English self-efficacy and English motivation in students are as important as interventions that help students achieve postsecondary success.

ISBN: 0493419012Subjects--Topical Terms:

1017560
Education, Educational Psychology.

The relationship of career development interventions to English self-efficacy and English motivation in high school students.
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245 1 0 $a The relationship of career development interventions to English self-efficacy and English motivation in high school students.
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500 $a Adviser: James Cass Dykeman.
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502 $a Thesis (Ph.D.)--Oregon State University, 2002.
520 $a Career development interventions are essential tools for students in achieving postsecondary success, just as motivation and self-efficacy fuel student success in academics. Over half of America's 12<super>th</super> graders Read below proficiency level. Therefore, interventions that promote English self-efficacy and English motivation in students are as important as interventions that help students achieve postsecondary success.
520 $a This exploratory study investigated the relationship of career development intervention taxa to the English self-efficacy and to the English motivation of high school students. Self-respondent and archival data were collected from 17 different high schools in three separate regions of the United States. A total of 249 high school seniors completed an English motivation and English self-efficacy measure as well as an instrument that measured the quantity of career development interventions experienced across high school. Stepwise multiple regression revealed prior achievement to be a significant predictor of English self-efficacy. Gender and the Advising taxon were determined to be statistically significant predictors of English motivation. The study's implications for practitioners as well as for researchers are discussed.
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