Do They Feel Ready? Self-efficacy of Career and Technical Education High School Student

Jayda Spillers, Myra Lovett


This non-experimental, quantitative study used a correlational research design to determine if a significant, positive relationship existed between students’ completion of a series of CTE courses and earning industry-recognized credentials and sense of self-efficacy toward employment pursuits. This research was framed within Social Cognitive Career Theory (SCCT). Data analysis consisted of descriptive statistics using the Pearson’s r for correlational results. A positive correlation was found in students’ course-taking with IRCs and the self-efficacy variables of perseverance and performance. An unanticipated finding from the self-efficacy scale found all students exhibited high mean scores across the individual questions. Findings were supported by the literature on the self-efficacy domain of mastery experience in relation to school environment and contextual teaching and learning experiences. Implications of this study include the benefits of mastery experiences in building self-efficacy and the integration of academic and vocational subjects, both of which can increase the transference of skills across disciplines.


career and technical education; vocational education; industry-recognized credentials; self-efficacy

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