The Academic Self-Efficacy of Urban Youth: A Mixed-Methods Study of a School-to-Work Program

Autor/inn/en	Perry, Justin C.; DeWine, David B.; Duffy, Ryan D.; Vance, Kristen S.
Titel	The Academic Self-Efficacy of Urban Youth: A Mixed-Methods Study of a School-to-Work Program
Quelle	In: Journal of Career Development, 34 (2007) 2, S.103-126 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0894-8453
DOI	10.1177/0894845307307470
Schlagwörter	Self Efficacy; Articulation (Education); Grade 9; Urban Youth; Psychoeducational Methods; Education Work Relationship; Intervention; Interviews; Global Approach; Social Cognition; Academic Achievement; Hypothesis Testing; Program Evaluation; High Schools; Career Development + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Articulation; Artikulation (Ling); Artikulation; Aussprache; School year 09; 9. Schuljahr; Schuljahr 09; Urban area; Urban areas; Youth; Stadtregion; Stadt; Jugend; Interviewing; Interviewtechnik; Globales Denken; Soziale Kognition; Schulleistung; Hypothesenprüfung; Hypothesentest; Programme evaluation; Programmevaluation; High school; Oberschule; Berufsentwicklung
Abstract	To inform effective school-to-work programs, this study evaluates the effect of a school-based psychoeducational intervention on the academic self-efficacy of urban youth enrolled in the ninth grade. Using a mixed-methods design, data were collected using a quantitative measure of academic self-efficacy and eight semistructured interviews over the course of an academic school semester. As hypothesized, t tests did not reveal a statistical difference in academic self-efficacy between preintervention (Time 1) and postintervention (Time 2). A consensual qualitative analysis of the interviews, however, indicated enhanced developmental specificity concerning use of academic skills and articulation of goals between Time 1 and Time 2. Limitations of the study and future directions for research are discussed. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10