A Comparison of the Career Maturity, Self Concept and Academic Achievement of Female Cooperative Vocational Office Training Students, Intensive Business Training Students, and Regular Business Education Students in Selected High Schools in Mississippi.

Autor/in	Seaward, Marty Robertson
Titel	A Comparison of the Career Maturity, Self Concept and Academic Achievement of Female Cooperative Vocational Office Training Students, Intensive Business Training Students, and Regular Business Education Students in Selected High Schools in Mississippi.
Quelle	(1978), (78 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; Business Education; Comparative Analysis; Conventional Instruction; Cooperative Education; Correlation; Educational Research; Females; Grade 11; Grade 12; Intelligence Quotient; Office Occupations Education; Secondary Education; Self Concept; Simulation; Student Characteristics; Teaching Methods; Vocational Education; Vocational Maturity; Mississippi; Career Maturity Inventory; Tennessee Self Concept Scale + Suchen Sie Ihr Suchwort? Schulleistung; Wirtschaftserziehung; Wirtschaftspädagogik; Kooperativer Unterricht; Korrelation; Bildungsforschung; Pädagogische Forschung; Weibliches Geschlecht; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; Intelligenzquotient; Büro- und Verwaltungsschule; Sekundarbereich; Selbstkonzept; Simulation program; Simulationsprogramm; Teaching method; Lehrmethode; Unterrichtsmethode; Ausbildung; Berufsbildung; Berufsreife
Abstract	The purpose of this study was to compare the career maturity, self concept, and academic achievement of female students enrolled in intensive business training (IBT), cooperative vocational office training (CVOT), and regular business education programs. A sample of 240 students, equalized into three groups on the basis of IQ scores, were given the Career Maturity Inventory-Attitude Scale and the Tennessee Self Concept Scale. Overall grade averages were taken from the students' cumulative records (Grades 9-12). One-way analysis of variance was employed to analyze the data, and the Duncan's Multiple Range Test was used to determine the location of significant differences. All variables were correlated. When compared on the variable of career maturity, the CVOT students exhibited a higher mean than the regular students. When compared on the variable of overall self-concept, the CVOT students were significantly higher than the IBT students. Regular students demonstrated significantly higher grade averages than the IBT students, but the regular students' averages were not significantly different from the CVOT students' averages. When the total group was analyzed on the basis of grade level, it was found that grade 12 scored significantly higher than grade 11 students in career maturity and self-concept. High correlations were observed when all the variables from all the groups were combined. (Author/BM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC