Examining Relationships Between Factors of Science Education and Student Career Aspiration
Student career aspiration has been identified as the most important variable influencing students' later work experiences. The authors attempted to disentangle relationships among factors that influence career aspiration within a science education context. Guided by Walberg's (1981) educat...
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| Published in | The Journal of educational research (Washington, D.C.) Vol. 94; no. 5; pp. 312 - 319 |
|---|---|
| Main Authors | , |
| Format | Journal Article |
| Language | English |
| Published |
Washington, DC
Taylor & Francis Group
01.05.2001
Heldref Publications Taylor & Francis Inc |
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| Abstract | Student career aspiration has been identified as the most important variable influencing students' later work experiences. The authors attempted to disentangle relationships among factors that influence career aspiration within a science education context. Guided by Walberg's (1981) educational productivity theory, factors of science education have been identified from a National Science Foundation project, the Longitudinal Study of American Youth. Career aspirations are represented by 2 indicators: expected jobs in the future and job demands on science literacy. Positive links were found between student career aspiration and several variables of science education, including educational outcomes, instructional quantity, and home environment. Implications of the results have been discussed to facilitate development of career aspiration among non-college-bound students. |
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| AbstractList | Examined relationships among factors influencing secondary school student's career aspirations, using data from the National Science Foundation's Longitudinal Study of American Youth, which tested and surveyed students in 10th grade. Positive links were found between student career aspirations and such aspects of science education as educational outcomes, instructional quality,and home environment. (SM) Student career aspiration has been identified as the most important variable influencing students' later work experiences. The authors attempted to disentangle relationships among factors that influence career aspiration within a science education context. Guided by Walberg's (1981) educational productivity theory, factors of science education have been identified from a National Science Foundation project, the Longitudinal Study of American Youth. Career aspirations are represented by 2 indicators: expected jobs in the future and job demands on science literacy. Positive links were found between student career aspiration and several variables of science education, including educational outcomes, instructional quantity, and home environment. Implications of the results have been discussed to facilitate development of career aspiration among non-college-bound students. [...]unlike high school freshmen and seniors, sophomores do not have to adjust for school entrance or graduation, and thus, 10th-grade students can concentrate more on their academic studies. [...]the selection of 10th grade is grounded in the fact that the sophomore class represents a pivotal stage supporting a smooth school-to-work transition for the non-college-- bound students. Furthermore, we used two LSAY variables, student selfesteem and independence/persistence in school, to indicate the motivation factor (Table 2). Because most 10th-grade students are in the process of establishing that self-identity (Meeus, Geode, Kox, & Hurrelmann, 1992), some students with less independence and unclear self-concepts might project their future jobs according to unrealistic dreams. According to the LSAY codebook, "Peer Academic Push-This scale measures student reported attitudes of their peers regarding academic achievement. The model-fitting indexes in Table 4 suggest a strong support of the statistical model by the LSAY database. Because of the exploratory nature in the articulation of factors between science education and career aspiration, results of this investigation, particularly those interpreted with speculations, are subject to future research reconfirmation or disconfirmation. |
| Author | Wang, Jianjun Staver, John R. |
| Author_xml | – sequence: 1 givenname: Jianjun surname: Wang fullname: Wang, Jianjun organization: California State University – sequence: 2 givenname: John R. surname: Staver fullname: Staver, John R. organization: Kansas State University |
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| Copyright | Copyright Taylor & Francis Group, LLC 2001 Copyright 2001 Helen Dwight Reid Educational Foundation 2001 INIST-CNRS Copyright HELDREF PUBLICATIONS May/Jun 2001 |
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| Snippet | Student career aspiration has been identified as the most important variable influencing students' later work experiences. The authors attempted to disentangle... Examined relationships among factors influencing secondary school student's career aspirations, using data from the National Science Foundation's Longitudinal... [...]unlike high school freshmen and seniors, sophomores do not have to adjust for school entrance or graduation, and thus, 10th-grade students can concentrate... |
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| Title | Examining Relationships Between Factors of Science Education and Student Career Aspiration |
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