The effects of the connect to success academy on adolescents' career decision self-efficacy and achievement motivation
Lozano, Milagros Magaly
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The purpose of this study was to study the effects of the Connect to Success Academy on high school student’s achievement motivation and career decision self-efficacy. Differences between male and female student were explored as well as predicators that may explain achievement motivation and career decision self-efficacy for high school students. Variables such as genders, ages, ethnicities, home languages, types of households, education levels, and household incomes were explored. Bandura’s Self-efficacy theory and Bronfenbrenner’s Bio-ecological Systems Theory were incorporated to better understand adolescent motivation and self-efficacy as it relates to the Connect to Success pre-college intervention program. Participants included 54 students and their parents from a North Texas school district. Achievement motivation, career decision self-efficacy, student understanding of college process and the parent’s understanding of the college process were assessed using the Achievement Motivation Profile (Mandel, Friedland, & Marcus, 1996), the Career Decision Self-efficacy Scale (Taylor and Betz, 1983) and the Connect to Success Student Questionnaire (Booker, 2008) and the Connect to Success Parent Questionnaire (Booker, 2008). The results indicated increased positive significant differences in the Inner Resources, Interpersonal Strengths, and Work Habits subscales on the Achievement Motivation Profile and increased positive significant differences in the Planning subscale of the Career Decision Self-Efficacy Scale. No gender differences were ascertained for the Achievement Motivation Profile (Mandel, Friedland, & Marcus, 1996) and Planning increased for females in the Career Decision Self-Efficacy Scale (Taylor and Betz, 1983).