Experiential High School Career Education, Self-Efficacy, and Motivation
AbstractStudents’ perceived self-efficacy and motivation in the context of experiential high school career education was examined through an exploratory mixed methods case study of an elective experiential career education class offered in Saskatchewan public schools. Data were generated by having students (N = 14) complete two measures at the start and end of the semester: the Career Decision-Making Self-Efficacy Scale—Short Form (CDMES-SF) (Taylor & Betz, 1983) and an adapted motivation questionnaire (Kerner, 2011). Classroom assignments, curriculum documents, and interviews with the instructor and two of the students provided further sources of data. Qualitative data were analyzed thematically and quantitative data were analyzed using dependent-t-testing. Significant differences in CDMSE-SF scores were identified and common themes emerged across the qualitative data. Findings are discussed as they relate to social cognitive theory, self-determination theory, and implications for practice and future research.
How to Cite
Gaylor, L., & Nicol, J. J. (2016). Experiential High School Career Education, Self-Efficacy, and Motivation. Canadian Journal of Education/Revue Canadienne De l’éducation, 39(2), 1-24. Retrieved from https://journals.sfu.ca/cje/index.php/cje-rce/article/view/2029
The Canadian Journal of Education follows Creative Commons Licencing CC BY-NC-ND. For permission to reprint all or part of an article, please contact the Managing Editor.