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A Path Analysis Associated With Self-Determination With Academic and Career Planning
A Path Analysis Associated With Self-Determination With Academic and Career Planning
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211153039
- ISBN
- 9798346868347
- DDC
- 150
- 저자명
- Gallant, Leah R.
- 서명/저자
- A Path Analysis Associated With Self-Determination With Academic and Career Planning
- 발행사항
- [Sl] : The University of North Carolina at Chapel Hill, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 76 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 86-06, Section: A.
- 주기사항
- Advisor: Espelage, Dorothy;Knotek, Steven.
- 학위논문주기
- Thesis (Ph.D.)--The University of North Carolina at Chapel Hill, 2024.
- 초록/해제
- 요약The postsecondary transition has become more challenging for high school students in the United States. Secondary students in grades 9 through 12 are often in schools that focus on developing the skills for college but not on the skills to enter the workforce. Developing skills for the workforce has been associated with higher levels of self-efficacy. This study examined whether students who were in the Pathways for the Advancement in Career Education (PACE) program had higher levels of self-efficacy in the years following the completion of the program compared to students who were not in the PACE program. Unlike other studies that have examined this construct with Special Education students, PACE participants do not identify as being part of this program. This study was a secondary analysis of data gathered at 15 months, 36 months, and 72 months after the completion of the PACE program. Participants were administered portions of the Core-Self Evaluations Scale (CSES). A total of 9,242 participants were part of the study. This investigation examined well-being and self-efficacy through mediational pathways. Results indicated the significant mediators between the intervention condition and outcomes were financial assistance to offset tuition and on-site training. These strengthened participants' confidence. The findings suggest that when an employer provides easy access to funded professional development, there is a significant association confidence. Other results indicate that strengthened self-efficacy at one point in time might not be evident at a different time.
- 일반주제명
- Psychology
- 일반주제명
- Secondary education
- 일반주제명
- Special education
- 키워드
- Self-efficacy
- 기타저자
- The University of North Carolina at Chapel Hill Education (School Psychology)
- 기본자료저록
- Dissertations Abstracts International. 86-06A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■020 ▼a9798346868347
■035 ▼a(MiAaPQ)AAI31638472
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a150
■1001 ▼aGallant, Leah R.
■24512▼aA Path Analysis Associated With Self-Determination With Academic and Career Planning
■260 ▼a[Sl]▼bThe University of North Carolina at Chapel Hill▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a76 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 86-06, Section: A.
■500 ▼aAdvisor: Espelage, Dorothy;Knotek, Steven.
■5021 ▼aThesis (Ph.D.)--The University of North Carolina at Chapel Hill, 2024.
■520 ▼aThe postsecondary transition has become more challenging for high school students in the United States. Secondary students in grades 9 through 12 are often in schools that focus on developing the skills for college but not on the skills to enter the workforce. Developing skills for the workforce has been associated with higher levels of self-efficacy. This study examined whether students who were in the Pathways for the Advancement in Career Education (PACE) program had higher levels of self-efficacy in the years following the completion of the program compared to students who were not in the PACE program. Unlike other studies that have examined this construct with Special Education students, PACE participants do not identify as being part of this program. This study was a secondary analysis of data gathered at 15 months, 36 months, and 72 months after the completion of the PACE program. Participants were administered portions of the Core-Self Evaluations Scale (CSES). A total of 9,242 participants were part of the study. This investigation examined well-being and self-efficacy through mediational pathways. Results indicated the significant mediators between the intervention condition and outcomes were financial assistance to offset tuition and on-site training. These strengthened participants' confidence. The findings suggest that when an employer provides easy access to funded professional development, there is a significant association confidence. Other results indicate that strengthened self-efficacy at one point in time might not be evident at a different time.
■590 ▼aSchool code: 0153.
■650 4▼aPsychology
■650 4▼aSecondary education
■650 4▼aSpecial education
■653 ▼aSelf-efficacy
■653 ▼aProfessional development
■653 ▼aMediational pathways
■653 ▼aSecondary students
■690 ▼a0621
■690 ▼a0533
■690 ▼a0529
■71020▼aThe University of North Carolina at Chapel Hill▼bEducation (School Psychology).
■7730 ▼tDissertations Abstracts International▼g86-06A.
■790 ▼a0153
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17164742▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
