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Yes, I can : = The effect of a college visit and online career intervention on eighth-grade students' college and career self-efficacy and college intent.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Yes, I can :/
Reminder of title:	The effect of a college visit and online career intervention on eighth-grade students' college and career self-efficacy and college intent.
Author:	Glessner, Karin Ingrid.
Description:	1 online resource (167 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 77-08(E), Section: A.
Contained By:	Dissertation Abstracts International77-08A(E).
Subject:	Vocational education. -
Online resource:	click for full text (PQDT)
ISBN:	9781339603353

Yes, I can : = The effect of a college visit and online career intervention on eighth-grade students' college and career self-efficacy and college intent.
Glessner, Karin Ingrid.

Yes, I can :The effect of a college visit and online career intervention on eighth-grade students' college and career self-efficacy and college intent. - 1 online resource (167 pages)

Source: Dissertation Abstracts International, Volume: 77-08(E), Section: A.

Thesis (Ed.D.)

Includes bibliographical references

This study examined the effect of a college workshop on the college and career self-efficacy and college intent of eighth grade students in a semi-rural setting. The study aimed to fill the gap in the literature by examining college and career self-efficacy and college intent for middle school students in semi-rural areas in the United States as they move to high school. Two groups of eighth grade students from two middle schools in a school district in West-Central Florida participated in the study. The study used a quasi-experimental, pretest-posttest non-equivalent waitlist control group design. Students in the treatment group participated in a week-long online career exploration workshop followed by a visit on the campus of a large suburban Florida state college. Students in the waitlist control group took the pretest and posttest after data had been collected; however, they did not receive the treatment until after the posttest. The study answered the research questions whether participation in the college workshop affected participants' posttest scores regarding college and career self-efficacy as well as college intent. Pretest and posttest used the College-Going Self-Efficacy Scale for Middle School Students and the Career Self-Efficacy Scale--Short Form, as well as a College Intent Question, which inquired about students' intent to attend college. Data analyses included a chi-square of independence and analyses of covariance. Results showed that students who participated in the college workshop had higher levels of college-going and career-decision self-efficacy than students who did not. However, college intent was not affected by participation in the college workshop.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781339603353Subjects--Topical Terms:

661062
Vocational education.
Index Terms--Genre/Form:

554714
Electronic books.

Yes, I can : = The effect of a college visit and online career intervention on eighth-grade students' college and career self-efficacy and college intent.
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504 $a Includes bibliographical references
520 $a This study examined the effect of a college workshop on the college and career self-efficacy and college intent of eighth grade students in a semi-rural setting. The study aimed to fill the gap in the literature by examining college and career self-efficacy and college intent for middle school students in semi-rural areas in the United States as they move to high school. Two groups of eighth grade students from two middle schools in a school district in West-Central Florida participated in the study. The study used a quasi-experimental, pretest-posttest non-equivalent waitlist control group design. Students in the treatment group participated in a week-long online career exploration workshop followed by a visit on the campus of a large suburban Florida state college. Students in the waitlist control group took the pretest and posttest after data had been collected; however, they did not receive the treatment until after the posttest. The study answered the research questions whether participation in the college workshop affected participants' posttest scores regarding college and career self-efficacy as well as college intent. Pretest and posttest used the College-Going Self-Efficacy Scale for Middle School Students and the Career Self-Efficacy Scale--Short Form, as well as a College Intent Question, which inquired about students' intent to attend college. Data analyses included a chi-square of independence and analyses of covariance. Results showed that students who participated in the college workshop had higher levels of college-going and career-decision self-efficacy than students who did not. However, college intent was not affected by participation in the college workshop.
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