An Educational-Vocational Intervention
Through a Work-Life Orientation Program in Finnish Comprehensive Schools
Bibliographic Data
| ID | 3327803 |
|---|---|
| Authors | Kalervo Friberg (0000-0002-8824-9753, University of Helsinki, corresponding author) |
| Year | 2013 |
| Volume | 3 |
| Issue | 3 |
| Pages | 3/3/2158244013497720 |
| Publication date | 2013-07-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | SAGE Open (JOURNAL) |
| Journal identifiers | ISSN: 2158-2440 • E-ISSN: 2158-2440 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/2158244013497720 |
| OpenAlex | W2110574782 |
| Language | EN |
| Citations received | 1 |
| References cited | 25 |
Changes in student-affective entry characteristics were examined in an educational−vocational intervention at Finnish comprehensive school. The conceptual framework constructed from attitudes as learned dispositions (Fishbein & Ajzen, 1975) and self-determination (Deci & Ryan, 1985) was tested in a longitudinal study. A person-based survey questionnaire was designed, piloted, and validated. Spearman−Brown reliability was calculated. In the first observation, 669 (Time One Cohort), and in the second, 649 (Time Two Cohort) subjects (girls and boys) of mean ages of 14.5 and 16.0 years took the Web-based survey. The tested hypotheses were (a) variables of self-determination, self-regulation, and intrinsic and extrinsic motivation would emerge as attitudinal domains in work−life orientation; (b) the experiences during the implementation of a work−life orientation program would decrease the effects of seventh-grade student background factors at the end of the program in the ninth grade, and (c) work−life orientation would be effective and have efficacy in changing student attitudes in relation to further education and occupations. Three factors emerged in the Maximum Likelihood Factor Analysis. The factors Independence, Self-Direction, and Flexibility were used as the dependents in repeated measures in a general linear model. The factor means were subjected to a paired samples t test. There was development toward stronger Independence and Flexibility in the case of both genders. The boys had gained the girls' seventh-grade lead at the end of the program. Self-Direction did not show any changes. Empirical findings tentatively supported the program's efficacy in changing entry characteristics
Autonomy · Cohort · Deci · Developmental psychology · Pedagogy · Statistics · Vocational education · Career Development and Diversity · Education, Achievement, and Giftedness · Motivation and Self-Concept in Sports · Psychology · Social Psychology
Achievement motivation and attribution theory.
Handbook of Psychological Testing
The conceptual representation and the measurement of psychological forces.
Cohort Analysis
Multifaceted Impact of Self-Efficacy Beliefs on Academic Functioning
Circumscription and compromise
Attaining Self-Regulation
The Role of Goal Orientation in Self-Regulated Learning
Equality of educational opportunity
Foundations of behavioral research
Career Development and Counseling
Intrinsic Motivation and Self-Determination in Human Behavior
Response Sets and Test Validity
The Ecology of Human Development
Self-efficacy
Impact of Self-Regulatory Influences on Writing Course Attainment
Understanding factor analysis
Understanding Women's Educational And Occupational Choices
A life-span, life-space approach to career development
The role of achievement goal orientations in students' perceptions of and preferences for classroom environment
| Unique citing works | 1 |
|---|---|
| Citations per year | 0,17 |
| Citation span | 2020 - 2020 (1) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 1 |