Demographic, Attitudinal, and Cognitive Predictors of Career and Technical Education Course-Taking Plans and Behaviors

• In Event: Career and Technical Education SIG Virtual Papers. The Student Journey: Course-Taking, Attainment, and Career Decisions

Abstract

This study uses survey data collected from students in Utah to understand how myriad factors – including subjective task values and decision-making styles – impact high school students’ interest in Career and Technical Education (CTE). Consistent with key tenets of Expectancy-Value Theory (Eccles, 1983), students were more likely to report high interest in CTE courses when they viewed these courses as having intrinsic value, utility value for college and career readiness, and utility value for jobs and networking. The positive relationship between perceptions of intrinsic value and interest was especially strong. In contrast, student interest in CTE courses was negatively related to avoidant decision-making styles. Implications for professional development for teachers and school counselors and for recruitment messaging are discussed.

Authors

• Ellen Altermatt, Utah Education Policy Center
  Presenting Author

• Andrea K. Rorrer, University of Utah
  Presenting Author