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The relationship of career developme...

Wood, Christopher Todd.

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The relationship of career development interventions to English self-efficacy and English motivation in high school students.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The relationship of career development interventions to English self-efficacy and English motivation in high school students./
Author:	Wood, Christopher Todd.
Description:	177 p.
Notes:	Adviser: James Cass Dykeman.
Contained By:	Dissertation Abstracts International62-10A.
Subject:	Education, Educational Psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3029581
ISBN:	0493419012

The relationship of career development interventions to English self-efficacy and English motivation in high school students.
Wood, Christopher Todd.

The relationship of career development interventions to English self-efficacy and English motivation in high school students. - 177 p.

Adviser: James Cass Dykeman.

Thesis (Ph.D.)--Oregon State University, 2002.

Career development interventions are essential tools for students in achieving postsecondary success, just as motivation and self-efficacy fuel student success in academics. Over half of America's 12<super>th</super> graders Read below proficiency level. Therefore, interventions that promote English self-efficacy and English motivation in students are as important as interventions that help students achieve postsecondary success.

ISBN: 0493419012Subjects--Topical Terms:

1017560
Education, Educational Psychology.

The relationship of career development interventions to English self-efficacy and English motivation in high school students.
LDR:02239nam 2200301 a 45 001 930374
005 20110429
008 110429s2002 eng d
020 $a 0493419012
035 $a (UnM)AAI3029581
035 $a AAI3029581
040 $a UnM $c UnM
100 1 $a Wood, Christopher Todd. $3 1253936
245 1 0 $a The relationship of career development interventions to English self-efficacy and English motivation in high school students.
300 $a 177 p.
500 $a Adviser: James Cass Dykeman.
500 $a Source: Dissertation Abstracts International, Volume: 62-10, Section: A, page: 3305.
502 $a Thesis (Ph.D.)--Oregon State University, 2002.
520 $a Career development interventions are essential tools for students in achieving postsecondary success, just as motivation and self-efficacy fuel student success in academics. Over half of America's 12<super>th</super> graders Read below proficiency level. Therefore, interventions that promote English self-efficacy and English motivation in students are as important as interventions that help students achieve postsecondary success.
520 $a This exploratory study investigated the relationship of career development intervention taxa to the English self-efficacy and to the English motivation of high school students. Self-respondent and archival data were collected from 17 different high schools in three separate regions of the United States. A total of 249 high school seniors completed an English motivation and English self-efficacy measure as well as an instrument that measured the quantity of career development interventions experienced across high school. Stepwise multiple regression revealed prior achievement to be a significant predictor of English self-efficacy. Gender and the Advising taxon were determined to be statistically significant predictors of English motivation. The study's implications for practitioners as well as for researchers are discussed.
590 $a School code: 0172.
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Education, Guidance and Counseling. $3 1017740
650 4 $a Education, Language and Literature. $3 1018115
690 $a 0279
690 $a 0519
690 $a 0525
710 2 0 $a Oregon State University. $3 625720
773 0 $t Dissertation Abstracts International $g 62-10A.
790 $a 0172
790 1 0 $a Dykeman, James Cass, $e advisor
791 $a Ph.D.
792 $a 2002
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3029581