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Vocational education graduates: a mixed methods analysis on beliefs and influences of career choice and persistence

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Vocational education graduates: a mixed methods analysis on beliefs and influences of career choice and persistence

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Content Running head: VOCATIONAL EDUCATION GRADUATES 1

Vocational Education Graduates: A Mixed Methods Analysis On Beliefs And Influences Of
Career Choice And Persistence

Michael Todd Greene
UNIVERSITY OF SOUTHERN CALIFORNIA

VOCATIONAL EDUCATION GRADUATES 2
Table of Contents

Abstract 3
Chapter One: Overview of the Study 4
Background of the Problem 5
Statement of the Problem 8
Purpose of the Study 9
Research Questions 9
Significance of the Study 10
Methodology 10
Definition of Terms 11
Organization of the Study 13
Chapter Two: Literature Review 15
Changes in Vocational Education in the Course of U.S. Education 17
Overview of Motivation 23
Expectancy Value Theory 24
Self-Efficacy 28
Intrinsic and Extrinsic Motivation 31
Interest 34
Student’s Motivation to Enter Vocational Programs 37
Motivation Summary 39
Conclusion 40
Chapter Three: Methodology 42
Population and Sample 42
Descriptive and Inferential Results 43
Instrumentation 45
Treatment of Data 48
Data Collection 49
Data Analysis 51
Quantitative Statistical Testing 51
Chapter Four: Results 57
Results Research Question One 62
Quantitative Findings 63
Results Research Question Two 66
Qualitative Findings 70
Chapter Five: Discussion 74
Implications 80
Assumptions 82
Limitations (Internal Validity) 82
Delimitations (Generalizability) 84
Recommendations for Future Research 84
Conclusion 86
References 88
Appendix A: Survey Questions 98
Appendix B: Exempt Review Approval 101

VOCATIONAL EDUCATION GRADUATES 3
Abstract
The aim and scope of this study can be stated in the form of a question as to whether students are
influenced and motivated by vocational education programs? This study examines how
vocational education may affect students’ motivation over time. There is a need for research to
answer the question: what is the influence of vocational programs on participant’s career choice
and persistence? Does belief about the program’s influence predict job persistence after
controlling for demographic data? How do past students feel the program influenced their
professional goals? Participants of this study are graduates of various vocational education
programs. This study used a mixed methods approach. Quantitative and qualitative methodology
was employed. To acquire data that helps answer the research questions, some demographic
information was collected by means of the survey along with both quantitative and qualitative
questions. This study found that persistence was not related to any of the four motivational
constructs of self-efficacy, intrinsic motivation, expectancy value or interest. As this researcher
would have liked our connections and influence for success to have come from the vocational
education program, it is more likely that their success comes from a strong sense of self and the
skills acquired that helped over their life experiences that drive these graduates. The study cannot
say for certain that these motivations and persistence resulted from vocational education.

VOCATIONAL EDUCATION GRADUATES 4
CHAPTER ONE: OVERVIEW OF THE STUDY
The focus of the study was on how graduates of a vocational education program believe
the program influenced their career choice and persistence. Vocational education is a form of
schooling that provides work-bound students with an engaging learning environment that
optimally leads to desirable occupational outcomes (Kelly & Price, 2009). Adachi (2008) has
shown that attempts by students to recognize self-efficacy, best-fit, career consciousness and
personal interest lead to a sense of occupational identity toward vocational education. Student’s
interest and intrinsic motivation has shown to be related to the need for experiencing competence
in what the student can achieve (Krapp & Lewalter, 2001). Schunk’s commentary on learners’
skills explains student’s achievement (Zimmerman, 2001) suggests that factors such as
motivation and self regulation (Schunk & Ertmer, 2000) are important for self-efficacy. Self-
efficacy contributes as a motivation factor and helps promote achievement and competence
(Bandura, 1997; Schunk, 1995). Student’s intrinsic motivation and self-determination (Smitina,
2010) which developed while in the education program may influence how they persist.
The influence of interest and motivation is substantial on students’ learning and
occupational outcomes. As students prepare for transition to a career or occupation (Gregory &
McCormick, 2008) their persistence may be determined by interest, level of engagement or
academic achievement. Development of interest and intrinsic motivation is related to the need for
experiencing competence (Krapp & Lewalter, 2001). Student’s non-engagement (Kelly & Price,
2009) in vocational education can negatively affect persistence in low academic achievers,
resulting in the need to ensure that low achievers are provided an education that is closely linked
to their future employment to increase their motivation. (Guile & Young, 2003). Nearly 80% of
students in vocational programs are high school dropouts, about 70% of students come from
VOCATIONAL EDUCATION GRADUATES 5
minority groups, and 20% of students come from families who receive public assistance (U.S.
Department of Labor, 2001). Vocational education programs are an investment in low income,
at-risk, low achieving students who are motivated; succeed with a vocational education to an
occupation. Campbell, Basinger, Dauner, and Parks (1986) reported outcomes of vocational
education graduates who were 15% more likely to be employed, and had earnings approximately
9% higher than students of similar achievement level in academic programs. Therefore,
persistence may be determined by interest, level of engagement or academic achievement and
development of interest and intrinsic motivation is related to the need for experiencing
competence.
This study examined how graduates of vocational education believed their education
influenced their career choice and career persistence. The problem is the lack of research on the
influence of vocational programs on participant’s career choice and persistence. This study
examined how vocational education may affect students’ motivation over time. Data and analysis
will help answer what predicts persistence in the student’s trained profession? Do past
participants believe the vocational program influenced their motivation to persist in their
profession? And, what do past students feel is a benefit of their experience in the vocational
program training?
Background of the Problem
The focus of the study included the influence of the vocational education program on
graduated students and the affect on students’ motivation in predicting persistence in a
profession. A fundamental area of interest is the influence of vocational education programs on
participant’s career choice and persistence. Understanding how the program affects motivation,
rather than on what motivates someone to choose vocational education is central to this inquiry.
VOCATIONAL EDUCATION GRADUATES 6
There are a number of key areas to explore. First, vocational education may not be the most
pursued programs in the U.S. Understanding student’s choice of education program usually
aligns with occupational goals is important. There are variations in students’ intrinsic motivation
which needs to be considered. Surprisingly, graduates of vocational education programs may not
be pursuing their vocation. Finally, vocational students get the most benefit from their schooling
when their job placements are closely related to their vocational training.
Vocational education is not well developed in the U.S. (Shavit & Müller, 2000) and much
of the research was conducted from the 1960’s through 1980’s (Mocker & Spear, 1982; Schoon
&Parsons, 2002). Searches, performed by this researcher, found the majority of studies in
vocational education to be from outside of the U.S. In most countries, graduates of vocational
secondary education attained lower occupational prestige than that attained by graduates of
academic secondary education (Shavit & Müller, 2000).
There are different motivations for entering vocational programs. Campbell et al. (1986)
studied student’s motivation to enroll in vocational programs and found that environmental
factors and student characteristics are associated with enrollment in high school vocational
programs. The student’s choice of education program usually aligns with occupational goals
(Adachi, 2008).
Many students begin high school with low levels of efficacy and self-worth (Fredericks
& Eccles, 2002; Stipek & McIver, 1989). Educational research has conceptualized
disengagement as an iterative process that spreads out over a student’s schooling (Voelkl, 1997).
In addition, there are variations in students’ intrinsic motivation, the highly competitive and
social comparative nature of evaluation and instruction which leads to student disengagement
(Ames, 1992). Other factors influencing motivation are participation and effort toward school, as
VOCATIONAL EDUCATION GRADUATES 7
well as interest and self-concept predictors of engagement, motivation, and achievement-related
behaviors (Kelly & Price, 2009).
There is a general lack of research on vocational education and the graduates of
vocational programs (Shavit & Müller, 2000). Schoon and Parsons (2002) show what research
tells us that aspirations are a good predictor of adult occupational attainment. Research strongly
suggests that parental social class is a strong predictor of both educational achievement and
teenage aspirations. Of the graduates of vocational programs, the desire to excel is an important
source of achievement among graduates from more disadvantaged backgrounds (Schoon &
Parsons, 2002).
Campbell et al. (1986) reported in 1986 that vocational education graduates were 15%
more likely to be employed, and had earnings approximately 9% higher than students of similar
achievement level in academic programs. Wirt, Muraskin, Goodwin, and Meyer (1989) implicate
for the future of vocational education as even a higher percentage (greater than 15%) of
vocational education graduates will likely to be employed and will report earnings at a higher
percentage (greater than 9%) than students of similar achievement level in academic programs.
Vocational students get the most benefit from their schooling when their job placements are
closely related to their vocational training (Wirt et al., 1989).
Expectations upon entering a program may influence how students persist toward career
aspirations. Smitina (2010) stated that it is possible for a person to have made the choice of study
based on different external reasons or motives than occupational attainment. Consequently, the
student may not feel a belonging to the occupation he or she has chosen and study barriers are
perceived to be higher and process of study seems to be more complicated for these students.
Campbell et al. (1986) concluded that motivation in vocational programs influence persistence.
VOCATIONAL EDUCATION GRADUATES 8
The choice of high school vocational curriculum affected subsequent success in the labor market.
As students prepare for transition to a career or occupation (Gregory & McCormick, 2008) their
persistence may be determined by interest, level of engagement or academic achievement.
There is a lack of information on student’s motivation for their vocation. Research on
motivation toward vocation has been done in Australia. According to Long and Shah (2008),
interest in vocational education in Australia may be a result of a major educational endeavor
known as vocational education and training (VET). One major contributor to what is known
about vocational education and motivation is Kelly and Price (2009) who provide scope of
vocational education as having a clear emphasis on career education. Vocational programs, in
addition to academic and applied skills, provide information about career development.
Information about the work settings, occupations, and careers in a vocational arena helps
students build an understanding of the relationship between post-secondary education and career
options (Kelly & Price, 2009).
Therefore the problem is the lack of research on the influence of vocational programs on
participant’s career choice and persistence. An attempt to provide answers begins with a question
as to whether students are influenced and motivated by vocational programs. Understanding how
vocational education may affect students’ motivation over time is essential to the success of
programs. There is a need for discussion on motivation of graduates of vocational programs as
well.
Statement of the Problem
To begin, a focus on establishing what is known in the area of motivation of vocational
education graduate students is warranted. The problem is the lack of research on the influence of
vocational programs on participant’s career choice and persistence. Campbell et al. (1986)
VOCATIONAL EDUCATION GRADUATES 9
conclude gaining insights into student’s motivation for their vocation is necessary. Specifically,
the influence of vocational programs on participant’s career choice and persistence is warranted.
Gregory and McCormick (2008) conclude as students prepare for transition to a career or
occupation, their persistence may be determined by interest, level of engagement or academic
achievement. As graduates of education programs pursue occupations and career, motivation
may play a key role in choice of task, mental effort, persistence, and achievement. There is a
need for research to answer the question: what is the influence of vocational programs on
participant’s career choice and persistence?
Purpose of the Study
The focus of the study is on how graduates of a vocational education program believe the
program influenced their career choice and persistence. From the literature it is known that
vocational education students are motivated by interest, self-determination, intrinsic motivation,
and self-efficacy (Adachi, 2008; Gregory & McCormick, 2008; Smitina, 2010; Stern & Wagner,
1999). The question then is, are these motivations to achieve affecting graduates persistence and
their influence toward career choice? The purpose was to determine if there is a relationship
between past participant’s demographics and persistence in a profession and if the program
influenced their motivation to persist in their profession.
Research Questions
The following research questions guided this study:
Research question #1: Does belief about the program’s influence predict job persistence after
controlling for demographic data?
Research question #2: How do past students feel the program influenced their professional
goals?
VOCATIONAL EDUCATION GRADUATES 10
Significance of the Study
This study directly examined the beliefs of vocational education graduates concerning
how the vocational education program influenced their career choice and persistence. The study
contributes to understanding the motivation vocational education graduates may experience, as
these may have a direct influence on their chosen occupations. Further, in a general way for
vocational education programs, this study extends the literature on the influence of motivation on
the students’ learning and occupational outcomes. Specifically, findings from this study may
help policy makers, administrators, and teachers of vocational education provide more effective
evaluation and instruction toward occupational attainment.
Methodology
This study used a mixed methods approach. Quantitative and qualitative methodology
was employed. For the first research question, the demographic data had been acquired from a
survey instrument given to vocational education graduates. To answer this first research question
persistence was measured by graduates’ persistence in relation to their chosen occupation and
career. Factors include number of years in the profession, if the chosen profession is that for
which they were trained in the vocational program, interest in the profession, and interest in
future advancement in their profession. To answer the first research question a quantitative
approach had been used. Specific survey questions have been asked of past graduates which
attempts to answer whether a past participant has motivations relating to the constructs of
expectancy value, self-efficacy, intrinsic and extrinsic motivation, and interest. The survey
questions have attempted to answer; do past participants believe the vocational program
influenced their motivation to persist in their profession? To answer the second research question
a qualitative approach was used. An open ended question was asked of graduate students. The
VOCATIONAL EDUCATION GRADUATES 11
question attempted to help answer what they feel is a benefit of their experience in the vocational
program. The qualitative method has been utilized to determine student’s motivation
(persistence) over time with respect to vocational education. Together, the quantitative and
qualitative measures provide a broader picture of motivational influences upon occupational
attainment.
Definition of Terms
Motivation – The process whereby goal-directed activity is instigated and sustained (Schunk,
Pintrich, & Meece, 2008). There are three indexes or indicators of motivation. They are choice of
tasks, effort, persistence, and achievement. Motivation involves cognition. It is complex and
depends on a host of personal, social, and contextual factors. Motivation changes with
development and motivation reflects individual, group and cultural differences (Pintrich, 2003).
Theorists look at the mental processes underlying motivation and the operation of motivation in
achievement settings.
Persistence – The term persistence is an index in relation to motivation and will be measured as
working or pursuing a particular career for a period of time. As students prepare for transition to
a career or occupation, their persistence may be determined by interest, level of engagement or
academic achievement (Gregory & McCormick, 2008). Self-perceptions of ability and
expectancies for success are strong predictors of student effort and persistence in various
domains (Eccles, 1983; Eccles at al., 1989; Wigfield, 1994; Wigfield & Eccles, 1992).
Expectancy Value – A cognitive theory of motivation that consists of a prediction of an
individual‘s motivational indices of choice, persistence and effort (Schunk et al., 2008). These
include one‘s expectancies about their ability to be successful in a task as well their value for
engaging in a task (Schunk et al., 2008). Wigfield and Eccles, (1992, 2002) explain expectancy
VOCATIONAL EDUCATION GRADUATES 12
value as one of the four task value beliefs concerning the personal interest the task of an
individual. Expectancy value is a theory of both expectancies and values and their importance in
predicting student’s future choices, behaviors, engagements, persistence, and achievement
(Wigfield & Eccles, 1992, 2002).
Self-efficacy - An individual‘s beliefs about their performance capabilities in a specific task or
domain (Bandura, 1997). Self-efficacy is one’s perceived capabilities for learning or performing
actions at designated levels (Wigfield & Eccles, 1992, 2002). The construct of interest self-
efficacy can be described with Bandura’s (1993, 1997, 2001) belief that motivation is goal
directed behavior instigated and sustained by one’s expectations concerning anticipated
outcomes of actions and self-efficacy of performing those actions (Eccles & Wigfield, 2002).
Simply stated, self-efficacy is one’s perceived capabilities for learning or performing actions at
designated levels.
Intrinsic and Extrinsic Motivation – Intrinsic motivation is to engage in an activity for its own
sake. Extrinsic motivation is to engage in an activity as a means to an end (Deci & Ryan, 1985,
1987). Intrinsic motivation is contextual and refers to how people view activates and how that
view varies over time and with changes in circumstances (Deci & Ryan, 1985, 1987). Studies
have viewed the motivation involved in learning and the classroom setting that indicates the level
of student intrinsic and extrinsic motivation and how it can exist at different levels within a given
time (de Charms, 1968, 1976, 1984; Deci & Ryan, 1985, 1987). This study will look at intrinsic
and extrinsic motivation as a motivation that is an internalization of values and self-regulatory
influences (Deci & Ryan, 1985, 1987).
Interest – Personal interest is a relatively stable personal disposition toward a specific topic or
domain. Interest is defined as referring to the liking and willful engagement in an activity
VOCATIONAL EDUCATION GRADUATES 13
(Schraw & Lehman, 2001). Krapp et al. (1992) showed that students who are interested in a
topic, career or domain should display motivated behaviors such as choice of activity, effort,
persistence, and achievement.
Vocational education – A form of schooling that provides work-bound students with an
engaging learning environment that optimally leads to desirable occupational outcomes (Kelly &
Price, 2009). This study will look at influence of the vocational education program on graduated
students and the affect on students’ motivation in predicting persistence in a profession.
Vocational education programs are an investment in low income, at-risk, low achieving students
who are motivated; succeed with a vocational education to an occupation.
Organization of the Study
Chapter 1 provides a broad view of the problem being addressed, the research questions
and methodology of the inquiry. Chapter 2 provides a review of literature on the motivation and
vocational education. In particular, the review will explore the following areas: 1) A history of
vocational education in the U.S. and how changes in vocational education have occurred in the
course of U.S. education; 2) motivation constructs of expectancy value, self-efficacy, intrinsic
and extrinsic motivation, and interest and their importance to education and learning and
occupational careers; 3) each motivation construct will be followed with a review of that index
of motivation and its affect and influence for task choices, effort, persistence, and achievement;
and 4) a historical description of one large metropolitan vocational education program. Chapter 3
provides the methodology of the study including the research design, selection methods for the
participants as well as the survey instruments employed. Chapter 3 includes detailed information
about the data collection and analysis of data. Chapter 4 presents the results of the data
VOCATIONAL EDUCATION GRADUATES 14
collection. Chapter 5 synthesizes the discussion of the findings along with recommendations for
future research and applications of the findings.
VOCATIONAL EDUCATION GRADUATES 15
CHAPTER TWO: LITERATURE REVIEW
A review of the research on motivation of students in education programs is warranted to
determine how vocational education programs might affect students’ motivation in their chosen
fields. As early as 1986, Campbell, Basinger, Dauner, and Parks (1986) concluded that
vocational education research studies lack information on student motivation for their vocation.
The research that pertains to vocational education lacks an explanation of motivation and
influences for persistence and active choice in vocational programs (Campbell et al., 1986;
Mocker & Spear, 1982; Schoon &Parsons, 2002). There is a need for a discussion on specific
motivations that may influence students in a profession for task choices, effort, persistence, and
achievement in vocational programs. In this chapter the motivation theories of expectancy value,
self-efficacy, intrinsic and extrinsic motivation, and interest will be explored.
A brief history of vocational education will provide an overview of the emphasis or lack
of emphasis on vocational education in this country. Traditionally, vocation education offered
training in a trade or craft for which a student prepares through specific training. Vocational
education has had a long standing relationship with political issues. The federal government has
considered vocational education in the national interest and has emphasized providing federal
legislation to support it. With the modern day emphasis on student achievement and federal
legislation of No Child Left Behind, this historical vision and emphasis on vocational education
weaned. Today, the current structure and growth of vocational education in the U.S. is the
product of an extended form of the evolutionary process vocational education has come through.
Though there are many motivations vocational education students may experience, four
constructs stand out as potentially having a direct influence on student outcomes in their chosen
occupations. Expectancy value is a theory of both expectancies and values and their importance
VOCATIONAL EDUCATION GRADUATES 16
in predicting student’s future choices, behaviors, engagements, persistence, and achievement
(Wigfield & Eccles, 1992, 2002). Intrinsic motivation as a construct to engage in an activity for
its own sake and extrinsic motivation as to engage in an activity that is a means to an end.
Intrinsic motivation can promote learning and achievement more effectively than extrinsic
motivation (Deci & Ryan, 1985, 1987). Interest refers to the liking and willful engagement in an
activity (Schraw & Lehman, 2001) and is an important construct of motivation which causally
influences attention, learning, thinking, and performance (Wigfield & Eccles, 1992, 2002). Self-
efficacy as a construct of student’s perceived capabilities which are one’s perceived capabilities
for learning or performing actions at designated levels. Higher self-efficacy may affect student’s
choice of strategies. These within-person interactions are critical for self-regulation
(Zimmerman, 2000) toward occupational achievement.
Research informs that vocational education is a form of schooling that provides work-
bound students with an engaging learning environment that optimally leads to desirable
occupational outcomes (Kelly & Price, 2009). The attempts by students to recognize self-
efficacy, best-fit, career consciousness and personal interest lead to a sense of occupational
identity toward vocational education (Adachi, 2008). Interest and intrinsic motivation has shown
to be related to the need for experiencing competence (Krapp & Lewalter, 2001). Self-efficacy
(Bandura, 1997; Schunk, 1995) contributes as a motivation factor which influences achievement
and perceived competence. As students prepare for transition to a career or occupation (Gregory
& McCormick, 2008) their persistence may be determined by interest, level of engagement or
academic achievement. Development of interest and intrinsic motivation has shown to be related
to the need for experiencing competence (Krapp & Lewalter, 2001).
VOCATIONAL EDUCATION GRADUATES 17
The problem of a general lack of explanation on motivation of graduates of vocational
programs begins with a question of how the vocational program affects motivation. There is a
lack of research on motivation and influences for persistence and active choice in vocational
programs (Campbell et al., 1986; Mocker & Spear, 1982; Schoon &Parsons, 2002). As graduates
of education programs pursue occupations and career, motivation may play a key role in choice
of task, mental effort, persistence, and achievement. In particular, this review will explore
literature in the following areas: 1) A history of vocational education in the U.S. and how
changes in vocational education have occurred in the course of U.S. education; 2) motivation
constructs of expectancy value, intrinsic and extrinsic motivation, interest, and self-efficacy and
their importance to education and learning and occupational careers; 3) each motivation
construct will be followed with a review of that index of motivation and its affect and influence
for task choices, effort, persistence, and achievement.; and 4) a historical description of one large
metropolitan vocational education program.
Changes in Vocational Education in the Course of U.S. Education
A brief history of vocational education will provide an overview of the emphasis or lack
of emphasis on vocational education in this country. This history is provided chronologically and
covers the years where important changes or influence on vocational education. In an early
reference, Lazerson and Grubb (1974) historically defined vocational education in the U.S. as
referring to a trade or craft for which a student prepares through specific practical training.
Vocational education has had a relationship with political issues which have tried to distinguish
between stated intentions, revealed preferences in programs and between intentions and actual
outcomes. For example, the historical argument about vocation education in the U.S. has
traditionally been professed as a liberal and democratic reform that has had consequences that
VOCATIONAL EDUCATION GRADUATES 18
are illiberal and undemocratic (Lazerson & Grubb, 1974). According to Gordon (1999), from the
early beginnings of vocational education in America, leaders have influenced curriculum
development. There has been an impact of land-grant institutions of the professional growth,
selected factors that influence the development and federal legislation that has shaped vocational
education.
Lazerson and Grubb (1974) describe in early 1880 – 1890’s public attention had focused
on every aspect of the educational system. According to Gordon (1999), early leaders of the
vocational education movement viewed it as part of the public system of education in America.
Common demand connected the criticisms that arose from a public system to proclaim that
school and society should be integrated (Lazerson & Grubb, 1974). During the 1800s schools
were divided by social class and purposes of educational institutions were different for the
wealthy class as compared to working class (Gordon, 1999). Educators in Philadelphia
popularized manual education in the United States (Lazerson & Grubb, 1974). Manual training
became a central part of the curriculum for the lower classes (Gordon, 1999).Between 1890 and
1910 vocational education had attracted the support of almost every group in the country
interested in education. The drive for vocational education drew some of its strongest and earliest
support from the business community. While business and labor focused on the economic returns
from vocational training, foremost among these interests was the emergence of the high school
as a mass institution (Lazerson & Grubb, 1974).
Lazerson and Grubb (1974) continued to show that before 1900 the call for public
sponsorship of explicitly vocational training met resistance. Pedagogical reformers attacked the
way children were taught. The rote memorization, the effects of concert drill and the insensitivity
to children’s needs all a focus of sustained conflict in American education. As manual training
VOCATIONAL EDUCATION GRADUATES 19
was incorporated into the American education system, the expectation that hand learning would
profoundly alter pedagogical practices had proven false. The transfer-of-training model upon
which manual education had been predicated was giving way to the idea that learning had to be
specific and directed to immediate ends. This led to the transition from manual training to
vocational education in the U.S. (Lazerson & Grubb, 1974).
A coalition for vocational education included every group with any political power
(Lazerson & Grubb, 1974). According to Gordon (1999), in 1881, Booker T. Washington
introduced vocational education in all educational curricula. Washington defined an educated
student as one possessing both cognitive and problem solving skills, self-discipline, moral
standards and a sense of service. Only since the 20
th
century has educators begun to define
cognitive learning as the acquisition of knowledge and those thinking skills that enable us to use
knowledge to solve problems. In the later part of 19
th
century the need for vocational training
produced private trade schools. These trade schools offered only trade training; a combination of
trade training and general education; and schools that apprenticed their students to the boards of
trustees in addition to offering trade and general education. Vocational education at the time was
one of a dual system with two separated components, one academic and the other vocational
(Gordon, 1999).
By 1916 there was serious thought as to having separate vocational facilities within the
education system (Gordon, 1999). World War I found America vocationally unprepared. Critical
military and industrial shortages of trained workers became apparent. To rectify the situation,
The Federal Board of Vocational Education was formed. During World War II, Vocational
Training for War Production Workers (VTWPW) was formed. Its mission was the immediate
VOCATIONAL EDUCATION GRADUATES 20
employability of the trainee for a specific job. Workers employed in civilian production were
given conversion training for jobs in the war industry (Gordon, 1999).
Historically, the federal government has considered vocational education in the national
interest and has emphasized providing federal legislation to support vocational education
(Gordon, 1999). Federal legislation in 1914 was the key for law makers who were in favor of
advancing vocational education. Walter F. George in 1958 and Carl D. Perkins help pass
legislation aimed toward improving vocational education. The Carl D. Perkins Act isolated
vocational education from other parts of the comprehensive high school curriculum. Vocational
Education Act of 1963 and Comprehensive Employment Training Act of 1973 both provided
funding to maintain, extend and improve existing vocational education programs (Gordon,
1999).
A proposal to make vocational education more flexible and comprehensive was offered in
1971 by Sidney P. Marland, Jr., former U.S. Commissioner of Education (Lazerson & Grubb,
1974). These views would combine to involve a training of skills commonly associated with
vocational education. Marland defines career education as 1) part of the curriculum for all
students; 2) continue throughout grade levels of students from first grade through high school;
and 3) to ensure every student leaving s school will possess skills necessary in making a
livelihood for themselves and their family even if the student left high school early (Lazerson &
Grubb, 1974). With the emphasis on student achievement and federal legislation of No Child
Left Behind where all children reach a level of proficiency, this vision and emphasis on
vocational education weaned.
Vocational education in the U.S. today has evolved through the impact of federal
legislation in guiding the evolution (Hayward & Benson, 1993). Early vocational-technical
VOCATIONAL EDUCATION GRADUATES 21
education has been largely decentralized and administered through state and local authorities.
Hayward and Benson (1993) explain that because of the evolution and impact of legislation,
today’s vocational education programs are emerging with an academic and a vocational
integration. Pincus (1980) on the other hand, argued that the current vocational education system
had developed in response to the rising educational aspirations of the working class. Historically
vocational training provided a poor payoff for the business community. Under the economic
downturn of the 1980s, the promotion of vocational programs has raised unrealistic expectations
of job opportunities in students (Pincus, 1980) who may otherwise choose the path of higher
education to increase prospect of career and potential income. 1970 was the first year of signs of
decline in the labor market for vocational college graduates. According to Brint and Karbel
(1989), thus began a transformation from an emphasis on vocational education to an emphasis on
community college education.
Brint and Karbel (1989) continued to explain the indirect influence of business on present
day community college vocational curricula. Colleges had sought to keep pace with manpower
developments in the private economy. The current belief in education is that when corporate
managers announce a need for skilled workers, that college administrator’s stumble to organize a
new curriculum (Brint & Karbel, 1989).
Hayward and Benson (1993) explain the consequence to vocational education programs.
As government legislation has made a quantitative leap toward improving student performance
to a level where all students shall be proficient. The emerging trends such as academic and
vocational integration and tech prep have become specialized toward lower income students and
students how have not achieved academically (Hayward & Benson, 1993). Federal funding under
Perkins II act emphasizes 1) integration of academic and vocational education; 2) articulation
VOCATIONAL EDUCATION GRADUATES 22
between segments of education engaged in work force preparation; and 3) closer linkages
between school and work (Hayward & Benson, 1993).
Systemic changes in two key initiatives had occurred as there was a changing role of
vocational and technical education in America. 1) The School-To-work Opportunities Act and 2)
the states and localities: Goals 2000: Education America Act. These two initiatives help establish
school to work systems and addresses education and occupational skills standards for a quality
work force preparation (Hayward & Benson, 1993).
These provisions established standards to guide industry in employing and training
apprentices (Gordon, 1999). Today, the current structure and growth of vocational education in
the U.S. is the product of an extended form of the evolutionary process vocational education has
come through. Continued changes in the federal role for vocational education, has become
increasingly important to understand and appreciate the historical evolution of vocational
education in the U.S. (Gordon, 1999).
An overview has been provided of the emphasis or lack of emphasis on vocational
education in this country. Traditionally, vocation education offered training in a trade or craft for
which a student prepares through specific training. Vocational education has had a long standing
relationship with political issues. The federal government has considered vocational education in
the national interest and has emphasized providing federal legislation to support it. With the
modern day emphasis on student achievement and federal legislation of No Child Left Behind,
this historical vision and emphasis on vocational education weaned. Today, the current structure
and growth of vocational education in the U.S. is the product of an extended form of the
evolutionary process vocational education has come through.

VOCATIONAL EDUCATION GRADUATES 23
Overview of Motivation
To begin, a general discussion about motivation is warranted to gain an understanding of
what types of motivation vocational education students might have while pursuing their career
and occupational achievement. The term motivation refers to the process whereby goal-directed
activity is instigated and sustained (Schunk et al., 2008). Motivation affects all learning activities
because it can influence learning of new behavior and performance of existing learned behavior.
Motivation has this same effect on learning and behavior and is reciprocal to one’s learning and
actions that can influence subsequent task motivation (Pintrich, 2003). Because of these effects
on learning and behaviors, a review of motivational constructs reveals the linkages with student
outcomes.
There are four indexes or indicators of motivation. They are choice of tasks, effort,
persistence, and achievement. Schunk et al., (2008) describe the earlier view of motivation and
defined it in terms of will or desire and volition or acting of using the will. The role of instincts
or innate properties that manifested in behavior was also an early view of motivation. Behavioral
theories stress the association of stimuli and response. Drive theories emphasize internal forces
that seek to maintain homeostasis or optimal states of body mechanisms. Purposive behaviorism
or goal directedness of behavior is viewed as expectancies and latent learning as precursors of
cognitive theories. Motivation results from congruence between behaviors and cogitations
(Pintrich, 2003).
Contemporary theorists study the mental processes underlying motivation and the
operation of motivation in achievement settings. Motivation involves cognition. Motivation is
not synonymous with other achievement outcomes like learning, performance and self-
regulation. It is complex and depends on a host of personal, social, and contextual factors.
VOCATIONAL EDUCATION GRADUATES 24
Motivation changes with development and motivation reflects individual, group and cultural
differences (Pintrich, 2003).
Motivation in career choice has shown people’s self-efficacy to be a key factor in
employment after job loss (Bandura, 1997). Self-efficacy is significantly related to effective job
searching strategies and to employment. Betz and Hackett (1987) show that people experience a
sense of self-efficacy in various job-related skills that relates positively to occupational
achievement and advancement. This discussion contributed to the importance of motivation and
its relation to education. As graduates of education programs pursue occupations and career,
motivation may play a key role in choice of task, mental effort, persistence, and achievement.
These next four sections explore the construct relating to motivation of expectancy value,
intrinsic and extrinsic motivation, interest, and self-efficacy. Each motivation theory section is
followed with a review of that index of motivation and its affect and influence for task choices,
effort, persistence, and achievement. This review may not provide a perspective on each of these
indexes of motivation relating to the construct. When this occurs, only certain indexes are noted.
The view from all four constructs provides a picture of student motivation and can lead to an
understanding of how choice, mental effort, persistence, and achievement can help motivate
vocational education graduates achieve in their chosen occupation.
Expectancy Value Theory
The construct of expectancy value as provided by Eccles (2005) and Wigfield and Eccles
(2002) is central to answering the question as to whether students are influenced by programs
such as vocational eduction. Research shows that people’s values and their expectancies for
success influence their motivation (Eccles, 2005; Wigfield and Eccles, 2002). Student outcomes
are therefore related to expectancies and self-perceptions of ability or competence (Eccles, 2005;
VOCATIONAL EDUCATION GRADUATES 25
Wigfield and Eccles, 2002). Presented as follows are research conclusions and connections to
student motivation as it relates to expectancy value.
Researchers have defined expectancy value as referring to a revised Atkinson’s
expectancy value model (Atkinson, 1957, 1958, 1964) by making it more of a social cognitive
nature and included more of a cognitive paradigm of motivation (Schunk, Pintrich, & Meece,
2008). The students’ expectancy beliefs about their capabilities for success are closely related to
actual achievement measured by standardized tests and course grades. Also, the value beliefs of
attainment value, utility, and interest are closely linked to choice behaviors such as future course
enrollment and career choice (Eccles, 2005; Eccles et al., 1998, Wigfield & Eccles, 2002).
Research shows that people’s values and their expectancies for success influence their
motivation.
The detail of expectancy value theoretical framework is a focus on the role of students’
expectancies for academic success and perceived value for academic tasks. The construct
expectancy value began from a general social cognitive perspective based on personality, social
and developmental psychology (Eccles, 1983, 2005; Eccles et al., 1998, Wigfield, 1994;
Wigfield & Eccles, 1992, 2002). In an early model the expectancy construct was called
probability for success and the task value construct was called incentive value (Atkinson, 1957,
1958, 1964). Wigfield and Eccles (1992) highlight implicit motives that could be a part of the
affective memories which give rise to cognitive task value beliefs.
In Expectancy Value Theory both expectancies and values are important in order to
predict student’s future choices, behaviors, engagements, persistence, and achievement (Eccles,
2005; Wigfield and Eccles, 2002). Expectancies are student’s beliefs and judgments regarding
their capabilities to perform a task and succeed at that task. Values are beliefs students have
VOCATIONAL EDUCATION GRADUATES 26
about the reasons why they engage in a task. An example of expectancies is a student asking,
‘Can I do this task?” An example of values is a student asking, “Do I want to do this task and
why?” (Eccles, 1983, 2005; Eccles et al., 1998, Wigfield, 1994; Wigfield & Eccles, 1992, 2002).
Achievement behavior is predicted by two components – expectancy and value. These
constructs are internal, cognitive beliefs of the individual which is in contrast to the achievement
behaviors that are overt. For example, “Why should I do this task?” (Eccles, 1983, Eccles et al.,
1998). The answer may include interest, importance or utility, and costs (Eccles et al., 1998).
The expectancy construct answers the question, “Am I able to do this task?” (Eccles 1983, 2005;
Eccles et al., 1998; Wigfield & Eccles, 1992, 2002). Expectancy, future expectancies of success,
refers to whether students believe they will do well on a task or a future event. Higher
expectancies for success are positively related to various achievement behaviors which include
achievement, choice, and persistence (Eccles, 1983, 2005; Eccles et al., 1998; Wigfield, 1994;
Wigfield & Eccles, 1992).
Achievement performance and other learning outcomes can involve effort, persistence,
and choice (Eccles, 1983; Eccles at al., 1989; Wigfield, 1994; Wigfield & Eccles, 1992). Choice
concerns the types of choices students make within autonomy in decision making. For example,
students choose to take more courses than are required, they choose one type of task over
another, and they intend to major in one area of study over another. These outcomes are
positively related to individual’s expectancy beliefs and their self-perceptions of ability. Self-
perceptions of ability and expectancies for success are strong predictors of student effort and
persistence in various domains (Eccles, 1983; Eccles at al., 1989; Wigfield, 1994; Wigfield &
Eccles, 1992).
VOCATIONAL EDUCATION GRADUATES 27
Achievement motivation research has been based on Expectancy Value Theory in
educational settings. The expectancy construct is one of the most important mediators of
students’ achievement behaviors (Eccles, 1983, 2005; Eccles et al., 1998, Wigfield, 1994;
Wigfield & Eccles, 1992, 2002) and includes a rational and cognitive paradigm. Lewin (1935,
1939, 1944) proposed that level of aspiration (the goal or standard that individuals set for a task)
was an important motivating factor. Individuals felt more successful when they met their goals,
the level of aspiration related to prior task experience, and higher ability individuals tended to set
higher levels of aspiration (Lewin, 1935, 1939, 1944). Atkinson (1957, 1958, 1964) proposed
that behavior was a function of motives, probability for success, and an incentive value of
success. A high motive to approach success led to greater motivation achievement whereas a
high motive to avoid failure led to avoidance in engaging in achievement tasks (Atkinson, 1957,
1958, 1964).
Eccles et al. (1998) proposed that perceptions of competence concern student’s judgment
of their capability in a domain and more cognitive evaluation. Most students (even young
elementary children) have relatively accurate self-perceptions of their own competence in
specific domains (Eccles et al., 1998). Thus, perceptions of competence are related in a
reciprocal manner to achievement and performance. Young children are more likely to have high
perceptions of their competence and that the level of the perception declines with age.
Expectancy value theory is one of the most important mediators and determinant factors of
achievement behavior.
In summary, people’s values and their expectancies for success influence their motivation
(Eccles, 2005; Wigfield and Eccles, 2002). Eccles (1983); Eccles at al. (1989); Wigfield (1994);
and Wigfield and Eccles (1992) provided that achievement performance and other learning
VOCATIONAL EDUCATION GRADUATES 28
outcomes can involve effort, persistence, and choice. Wigfield and Eccles (1992) highlight
implicit motives that could be a part of the affective memories which give rise to cognitive task
value beliefs. Self-perceptions of ability and expectancies for success are strong predictors of
student effort and persistence in various domains (Eccles, 1983; Eccles at al., 1989; Wigfield,
1994; Wigfield & Eccles, 1992). Expectancy value theory is one of the most important mediators
and determinant factors of achievement behavior. The current study explores expectancy value
theory as a cognitive theory of motivation that consists of a prediction of an individual‘s
motivational indices of choice, persistence and effort (Schunk et al., 2008). These include one‘s
expectancies about their ability to be successful in a task as well their value for engaging in a
task (Schunk et al., 2008).
Self-Efficacy
The construct of interest self-efficacy can be described with Bandura’s (1993, 1997,
2001) belief that motivation is goal directed behavior instigated and sustained by one’s
expectations concerning anticipated outcomes of actions and self-efficacy of performing those
actions. Simply stated, self-efficacy is one’s perceived capabilities for learning or performing
actions at designated levels. The construct of interest self-efficacy is central to answering the
question as to how students are influenced by education programs. Social cognitive theory
focuses on how people acquire knowledge, rules, skills, strategies, beliefs, and emotions through
their own interactions and observations (Bandura, 1993, 1997, 2001). Bandura (1993, 1997,
2001) expanded social cognitive theory to assume a triadic reciprocality of personal factors,
behaviors, and environmental influences as they interact with and affect each other. Presented as
follows are research conclusions and connections to student motivation as it relates to interest
self-efficacy theory.
VOCATIONAL EDUCATION GRADUATES 29
Others have defined self-efficacy as referring to a student’s perceived capabilities as
one’s perceived capabilities for learning or performing actions at designated levels (Zimmerman
& Schunk, 2003). With this defined self-efficacy, a link can be seen back to Bandura’s (1986,
1997, 2001) social cognitive theory to gain certain assumptions. According to Zimmerman and
Schunk (2003), through cognitive self-regulation humans are capable and can create visualized
futures that act on the present. They can construct, evaluate, and modify alternative courses of
action to secure valued outcomes. They can override environmental influences (Zimmerman &
Schunk, 2003). Self-efficacy is an integration of personal, behavior, and environment that
influences learning and motivation. Bandura (1986) describes the framework as triadic
reciprocality. The triad consists of three links, 1) behavioral-environmental, 2) behavioral-
personal; and 3) personal-environmental.
Self-efficacy is the behavioral-personal factor interaction that can be exemplified using a
self-efficacy framework. For example, self-efficacy (which is a personal factor) influences
achievement behaviors as choice of tasks, persistence, and effort (Schunk, 1989c, 1995; Schunk
& Pajares, 2002) and in turn, behaviors modify self efficacy. For example, as students work on
tasks they observe their progress of acquiring skills and completing material. These progress
indicators convey that the student is capable of learning and performing well. These then
enhance the student’s self-efficacy for further learning (Schunk, 1989c, 1995; Schunk & Pajares,
2002).
In a learning environment, factors that typically come into play are the environment
influencing cognition (a personal factor) as an example of teachers presenting to students and
student’s reflecting on what teachers are saying. The teacher reviews the point (behavior
influences environment) and gives the students work to accomplish (environment influences
VOCATIONAL EDUCATION GRADUATES 30
cogitation which influences behavior). As students work on the task they believe that they are
performing well (behavior influences cognition). Personal factors influence one another
(Zimmerman, 2000). Effective learning strategies will promote acquisition of skills that lead
students to feel more confident about learning and can apply the strategies. Thus, higher self-
efficacy may affect student’s choice of strategies. These within-person interactions are critical
for self-regulation (Zimmerman, 2000).
Students are influenced by vocational education programs because their perceived
capabilities for learning or performing actions are made manifest through performing and
achieving while in the program. This sense of self-efficacy, one’s perceived capabilities for
learning or performing actions at designated levels, is also shown to motivate through choice,
persistence, effort, and achievement. These indexes, once realized, provide a student with a
greater sense of self-efficacy and improved occupational outcomes (Zimmerman & Schunk,
2003).
For the vocational education student, higher self-efficacy may affect that student’s choice
of strategies in their profession. As student’s move through the vocational program, they must
rely on their sense of self-efficacy to motivate themselves through various tasks and performance
levels. As their self-efficacy is realized, there continues to be a higher sense of self-efficacy
moving from a task orientation to a career or occupational orientation. With higher self-efficacy,
vocational students can realize they are motivated to achieve in their chosen field.
In summary, self-efficacy is a key motivational process that affects students’ task
choices, effort, persistence, and achievement. Motivated learning is motivational to acquire skill
sets and strategies rather than to perform tasks (Bandura, 1993, 1997). Self-efficacy for learning
depends on personal factors, prior experiences, and social support. Combined with social
VOCATIONAL EDUCATION GRADUATES 31
comparison, the process of comparing with others, self-efficacy is pervasive in achievement
within educational settings. Self-efficacy influences achievement behaviors as choice of tasks,
persistence, and effort (Schunk, 1989c, 1995; Schunk & Pajares, 2002). These progress
indicators convey that the student is capable of learning and performing well. These then
enhance the student’s self-efficacy for further learning. This study explores self-efficacy as an
individual‘s beliefs about their performance capabilities in a specific task or domain (Bandura,
1997). The construct of interest self-efficacy can be described with Bandura’s (1993, 1997,
2001) belief that motivation is goal directed behavior instigated and sustained by one’s
expectations concerning anticipated outcomes of actions and self-efficacy of performing those
actions (Eccles & Wigfield, 2002). The focus of the current study examines self-efficacy as one’s
perceived capabilities for learning or performing actions at designated levels.
Intrinsic and Extrinsic Motivation
The construct of intrinsic and extrinsic motivation as provided by Deci and Ryan (1985,
1987) is central to answering the question as to whether students are influenced by programs
such as vocational eduction. Intrinsic motivation is to engage in an activity for its own sake.
Extrinsic motivation is to engage in an activity as a means to an end (Deci & Ryan, 1985, 1987).
Intrinsic motivation is contextual and refers to how people view activates and how that view
varies over time and with changes in circumstances (Deci & Ryan, 1985, 1987). Presented as
follows are research conclusions and connections to student motivation as it relates to intrinsic
and extrinsic motivation theory.
Others have referred to intrinsic and extrinsic motivation as a proposed perspective that
emphasizes the role of perceived control over outcomes. Rotter (1966) proposed that people
differ in locus of control, i.e., whether they believed that outcomes generally occur
VOCATIONAL EDUCATION GRADUATES 32
independently of how they behave or that outcomes are contingent on their behaviors. De
Charms (1968) proposed that personal causation or an individual’s initiation of behavior as
intending to alter the environment. According to de Charms (1968, 1976, 1984), people believe
that behavior is determined by external forces beyond their control. Student’s intrinsic
motivation has shown to be affected by challenge, curiosity, control, and fantasy. Activities that
are intrinsically motivating and challenge students’ skills and present information that is
discrepant from present knowledge and beliefs, appear surprising. These intrinsically motivated
activities provide students with a sense of control over outcomes (de Charms, 1968, 1976, 1984).
Intrinsic and extrinsic motivation derives from the self-determination view of Deci and
Ryan (1985, 1987) who proposed that individuals have a need to make decisions about how to
act. When people cannot exercise self-determination, motivation suffers. Perceived control is an
important determinant of intrinsic motivation. Intrinsic motivation is an innate need and is
differentiated by development through internalization of values and self-regulatory influences.
The view of motivation involved in learning and the classroom setting indicates that
levels of student intrinsic and extrinsic motivation can exist at different levels within a given
time (de Charms, 1968, 1976, 1984; Deci & Ryan, 1985, 1987). These motives can range on
separate continuums from high to low. In comparing the two motivation constructs, intrinsic
motivation can promote learning and achievement more effectively than extrinsic motivation (de
Charms, 1968, 1976, 1984; Deci & Ryan, 1985, 1987).
The detail of intrinsic and extrinsic motivation is identified as extrinsic rewards having an
effect on intrinsic motivation. Deci and Ryan (1985, 1987, 1991, 2002) propose that every
reward has both controlling and informational aspects. Rewards control behavior when they are
given contingent upon accomplishing a task or perform at a certain level. Controlling rewards
VOCATIONAL EDUCATION GRADUATES 33
lead students to attribute their behaviors to external factors and lose sense of self-determination.
Rewards are informational when linked to actual levels of performance. Informational rewards
lead to feelings of self-efficacy and a sense of self-determination. All of these levels or rewards
and feelings lead to enhanced intrinsic motivation.
Another view of intrinsic motivation is, according to Bandura (1993), when students are
motivated to engage in activities that enhance learning. They attend to instruction, rehearse
information, organize knowledge, and relate to what they already know. They apply skills and
knowledge in different contexts. They experience a sense of self-efficacy for learning and are not
burdened with anxiety. Learning promotes intrinsic motivation. Students develop skills, they
perceive their progress, and feel more efficacious about learning. Improved self-efficacy and
positive outcome expectations raise intrinsic motivation and lead to further learning (Bandura,
1986, 1993).
Bandura (1997) explored the role of intrinsic and extrinsic motivation processes in career
choices and job advancement. Self-efficacy has been shown to be a key factor in re-employment
after job loss. Betz and Hackett (1987) had shown a sense of self-efficacy in various job-related
skills relates positively to job advancement. Self-efficacy is a predictor of career choices and
career development (Lent, Brown, & Hackett, 2000). Bandura and others showed that children’s
self-efficacy affects the types of occupations in which the children believe they can succeed in
(Bandura, Barbarannelli, Caprara, & Pastorelli, 2001).
In summary, intrinsic motivation is to engage in an activity for its own sake and extrinsic
motivation is to engage in an activity as a means to an end (Deci & Ryan, 1985, 1987). Others
have defined intrinsic and extrinsic motivation in different ways. Rotter (1966) proposed people
differ in locus of control. De Charms (1968) proposed that personal causation or an individual’s
VOCATIONAL EDUCATION GRADUATES 34
initiation of behavior as intending to alter the environment. In awareness for detail on intrinsic
and extrinsic motivation, the self-determination view of Deci and Ryan (1985, 1987) proposed
that individuals have a need to make decisions about how to act. Deci and Ryan (1985, 1987,
1991, 2002) propose that every reward has both controlling and informational aspects. Rewards
control behavior when they are given contingent upon accomplishing a task or perform at a
certain level. All of these levels or rewards and feelings lead to enhanced intrinsic motivation.
And, according to Bandura (1993), students are intrinsically motivated to engage in activities
that enhance learning. Improved self-efficacy and positive outcome expectations raise intrinsic
motivation and lead to further learning (Bandura, 1986, 1993). Self-efficacy is a predictor of
career choices and career development (Lent, Brown, & Hackett, 2000). Children’s self-efficacy
affects the types of occupations in which the children believe they can succeed in (Bandura,
Barbarannelli, Caprara, & Pastorelli, 2001). This study will explore intrinsic motivation as
referring to how people view activates and how that view varies over time and with changes in
circumstances (Deci & Ryan, 1985, 1987). This study will look at intrinsic and extrinsic
motivation as a motivation that is an internalization of values and self-regulatory influences
(Deci & Ryan, 1985, 1987).
Interest
Although personal interest seems to be one of the commonly self-identified motivational
constructs, this study is identifying the construct of interest as provided by Wigfield and Eccles
(1992, 2002). Personal interest is a more stable, individual disposition or personal characteristic
to experience and interest in a particular topic or activity. They assert personal interest is central
to answering the question as to whether students are influenced by programs such as vocational
eduction. Simply stated, personal interest is a personal disposition toward a specific topic or
VOCATIONAL EDUCATION GRADUATES 35
domain (Wigfield & Eccles, 1992, 2002). Interest is not a type of motivation but is an influence
on motivation. The construct of interest is similar to what Eccles and Wigfield proposed as
intrinsic interest (Wigfield & Eccles, 1992, 2002). Intrinsic interest or intrinsic value in
expectancy value theory is one of the four task value beliefs concerning the personal interest the
task has for an individual. Presented as follows are research conclusions and connections to
student motivation as it relates to personal interest motivation.
Others have defined interest as referring to the liking and willful engagement in an
activity (Schraw & Lehman, 2001). Interest can energize an individual. As interest continues, the
individual and the environment interact to raise interest (Dewey, 1913; James, 1890). Krapp,
Hidi, and Renninger (1992) proposed three perspectives on interest. The three approaches are
personal interest (an individual disposition), interestingness (an aspect of the context), and
interest as a psychological state (which includes situational interest). These definitions of interest
include an affective component (for example positive affect) and cognitive components such as
knowledge and values (Krapp, 1999).Interest is an important aspect of motivation that causally
influences attention, learning, thinking, and performance.
The detail of personal interest is where students are interested in a topic; career or domain
and should display motivated behaviors such as choice of activity, effort, persistence, and
achievement. While personal interest and intrinsic value seem to be linked, personal interest and
situational interest are not inherently connected with either intrinsic or extrinsic motivation
(Schraw & Lehman, 2001; Urdan & Turner, 2005). It has been a goal of educational
psychologists to develop students’ interest and intrinsic value motivation in learning. Not all
reasons underlying students’ interests reflect intrinsic motives. There is no automatic relation
between interest and intrinsic and extrinsic motivation (Lepper, Corpus, & Iyengar, 2005).
VOCATIONAL EDUCATION GRADUATES 36
There is an effect interest has on the motivation indexes of active choice, persistence, and
achievement. Using personal interest and active choice to increase motivation can lead to
persistence to achieve. According to Ainley, Hidi and Berndorff (2002), teachers can provide
some choice of topic based on personal interest. Motivation theory suggests that providing some
choice increases motivation. The focus is on building on individual’s personal interest in a
particular subject. Teachers can build on and integrate student person interest. Students have
diverse personal interests and share common interests along with other students. Teachers can
connect lesson content to personal interest or common interests that can facilitate attention and
situational interest (Ainley, Hidi, & Berndorff, 2002). Motivated interest and improved attention
will allow students to achieve educational outcomes. Vocational education can help promote
personal interest in the student’s chosen vocation in order to attain occupational outcomes and
achievement in their chosen field.
Some findings for choice are not clearly tied to achievement. Research by Atkinson
(1957, 1958, 1964) showed that beliefs related to students’ choice of tasks and academic choices
do not show a strong role for expectancy beliefs. Rather, students’ perceptions of the importance,
utility, and their interest in the task are predictors of intentions to continue to persist in a
particular subject or field of study (Feather, 1982, 1988; Wigfield, 1994; Wigfield & Eccles,
1992). From these findings, interest and expectancy beliefs are closely tied to actual achievement
and cognitive engagement.
Overall, personal interest is a relatively stable personal disposition toward a specific topic
or domain. Others have defined interest as referring to the liking and willful engagement in an
activity (Schraw & Lehman, 2001). Krapp et al. (1992) proposed three perspectives on interest.
Students who are interested in a topic, career or domain should display motivated behaviors such
VOCATIONAL EDUCATION GRADUATES 37
as choice of activity, effort, persistence, and achievement. According to Ainley et al. (2002),
motivated interest and improved attention will allow students to achieve educational outcomes.
This study will explore personal interest as a relatively stable personal disposition toward a
specific topic or domain. The focus of the current study will be on interest defined as referring to
the liking and willful engagement in an activity (Schraw & Lehman, 2001).
Student’s Motivation to Enter Vocational Programs
To address the internal factors of motivation to enter a vocational education program is to
begin with Kelly and Price (2009) who describe what vocational education programs provide.
The scope of vocational education has a clear emphasis on career education. Vocational
programs, in addition to academic and applied skills they provide information about career
development. Information about the work settings, occupations, and careers in a vocational arena
help students build an understanding of the relationship between post-secondary education and
career options (Kelly & Price, 2009). Because vocational education programs emphasize career
eduction and career development, a student may develop intrinsic and extrinsic motivation
toward their chosen profession as they first actively choose to enter the program, continue with
mental effort toward understanding their career and persist while they achieve completion of the
vocational education program.
As students choose a program and move toward career they also progress through self-
efficacy and self-determination. Dembo and Seli (2008) describe students who work on
academic tasks should determine their progress and validate an initial sense of self-efficacy and
maintain behaviors as they move toward goal attainment. Vocational students can be described
by Stern and Wagner (1999) to show vocational self-determination of youth as the process by
which individuals form attitudes toward work. This self-determination covers whole life and the
VOCATIONAL EDUCATION GRADUATES 38
working career of a student and therefore can be treated as part of his or her life self-
determination of occupational activity and a concrete occupation (Stern & Wagner, 1999). The
self-determination goal of a student would be that of experiencing freedom to make choices
while avoiding feelings of being pressured, constrained or coerced (Schunk, Pintrich, & Meece,
2008). This self-determination goal reflects the student’s desire to experience freedom in making
choices. This freedom parallels the need for self-determination in intrinsic motivation theory
(Deci & Ryan, 1985) and reflects the need to conform to rules and social obligations (Schunk et
al., 2008).
Krapp and Lewalter (2001) describe situation-specific experiences related to the need for
experiencing competence as having an important influence on the development of interest and
intrinsic motivation. Stern and Wagner (1999) studied vocational self-determination of youth and
the process by which individuals form attitudes toward work. Vocational attitudes toward work
means taking a certain place in society, entering a social group, choosing a certain way of life,
and choosing a concrete occupation. Smitina (2010) studied youth with stronger occupational
self confidence more often base their choice of study on the interest about the particular
(extrinsic motivation), self-determination and the desire to develop their carrier in line with
interests, skills, and competencies. Vocational decision-making is related to successful
professional self- determination that includes personal development and formation of one's
motivational behavior and developed interests (Krapp & Lewalter, 2001).
Looking at what internal factors influence students as to why they entered into a
vocational program many factors become evident. Vocational education emphasizes career
education and career development. As students gain a sense of self-efficacy they show self-
VOCATIONAL EDUCATION GRADUATES 39
determination toward career goal attainment. As the vocational student moves through their
education the self-determination drives them to develop career interests, skills and competencies.
Motivation Summary
The resulting indexes of four motivation constructs, expectancy value, self-efficacy,
intrinsic and extrinsic motivation, and interest produced the following connections to the indexes
of motivation and their affect and influence for task choices, effort, persistence, and
achievement. The constructs of motivation and the indexes that follow are central to answering
the question as to how students may be influenced by programs like vocational education. Self-
perceptions of ability and expectancies for success are strong predictors of student effort and
persistence in various domains (Eccles, 1983; Eccles at al., 1989; Wigfield, 1994; Wigfield &
Eccles, 1992). Expectancy value is one of the most important mediators and determinant factors
of achievement behavior. Improved self-efficacy and positive outcome expectations raise
intrinsic motivation and lead to further learning (Bandura, 1986, 1993). Self-efficacy is a
predictor of career choices and career development (Lent, Brown, & Hackett, 2000). Children’s
self-efficacy affects the types of occupations in which the children believe they can succeed in
(Bandura, Barbarannelli, Caprara, & Pastorelli, 2001). Students who are interested in a topic,
career or domain should display motivated behaviors such as choice of activity, effort,
persistence, and achievement. According to Ainley et al. (2002), motivated interest and improved
attention will allow students to achieve educational outcomes. Self-efficacy is pervasive in
achievement within educational settings. Self-efficacy influences achievement behaviors as
choice of tasks, persistence, and effort (Schunk, 1989c, 1995; Schunk & Pajares, 2002). These
progress indicators convey that the student is capable of learning and performing well. These
then enhance the student’s self-efficacy for further learning.
VOCATIONAL EDUCATION GRADUATES 40
For the vocational education student motivation of expectancies of perceived ability and
value for the reasons why they began the program can result in greater effort and persistence in
various careers (Kelly & Price, 2009). As graduates move toward their occupation, improved
self-efficacy for positive outcomes lead to increased intrinsic motivation. These motivations,
according to Bandura (1986, 1993) lead the student to achievement and learning. Career choices
and career development can become important results of self-efficacy. Motivated interest in a
topic, career or domain can result in motivating behaviors such as choice, effort, persistence, and
achievement. Improved attention followed with interest and self-efficacy can lead to improved
educational outcomes. When the vocational student realizes self-efficacy toward choice of task
persistence, and effort, improved capability to learning and improved performance can result.
Occupational outcomes can only be improved with a student population motivated by one or
more of expectancy value, intrinsic/extrinsic motivation, personal interest, and/or self-efficacy.
Conclusion
This study examines motivation of vocational education students and how the vocational
programs affect students’ motivation in their chosen fields. Questions asked are, what
motivations influence students to persist and achieve? Is the motivation based on expectancy
value, self-efficacy, intrinsic and extrinsic motivation, and interest. The problem examined in
this study is a general lack of explanation on motivation of graduates of vocational programs. An
attempt to provide answers begins with a question as to whether students are influenced and
motivated by vocational education programs. This literature review examined how vocational
education might have affected students’ motivation over time. There may be a relationship
between motivational constructs and persistence and active choice in a profession. Further
research is needed on vocational education programs toward improving the likelihood of
VOCATIONAL EDUCATION GRADUATES 41
employment in skilled occupations (Arum & Shavit, 1995). As graduates of education programs
pursue occupations and career, motivation may play a key role in choice of task, mental effort,
persistence, and achievement.

VOCATIONAL EDUCATION GRADUATES 42
CHAPTER THREE: METHODOLOGY
The principal area of inquiry in this study includes the influence of the vocational
education program graduates and the affect on students’ motivation in predicting persistence in a
profession. This study provides answers to research questions and helps in an understanding of
how vocational education affects individual’s perceptions influence their motivation over time.
This chapter describes the population, sampling procedures, data collection instrument, data
collection procedures, and statistical analysis utilized in this study.
The following research questions guided this study: Research question 1: Does belief
about the program’s influence predict job persistence after controlling for demographic data?
Research question 2: How do past students feel the program influenced their professional goals?
This study used a mixed methods approach. Quantitative and qualitative methodology
was employed. To acquire data that helps answer the research questions, some demographic
information was collected by means of the survey along with both quantitative and qualitative
questions. The data on gender, age, ethnicity, current income level, and length of time since
completing the program was gathered. Statistical testing was used to answer research question
one. Research question one asked: Does belief about the program’s influence predict job
persistence after controlling for demographic data? A qualitative inquiry was used to explore
research question two. Research question two asked: What do past students feel is a benefit of
their experience in the vocational program training?
Population and Sample
The present study group was graduates of a vocational education program. The
participant group was recruited by use of a flyer. The researcher also attempted to recruit many
people by inquiry into their prior education and if they had graduated from a vocational
VOCATIONAL EDUCATION GRADUATES 43
education program. The request to compete the survey was done through face to face request,
email, and text message. By method of recruitment, flyer or researcher requesting, each provided
about half of the total surveys completed. Participants included those that may have been low
achieving and underprivileged to high achieving and financially well off. Participants of this
study are graduates of various vocational education programs. For this study, the age for
participation was limited to 18 years or older.
The demographic information asked of the sample population included some of the
following – their age, the number of years worked in the current profession, their sex, their race
or ethnicity, and what is their current annual income level. Also, the length of time since
completing the program and are they in their chosen profession of which they were trained was
asked of each participant.
The researcher acquired data from as many graduates of vocational education programs
as possible. The survey resulted in n=30 graduates of vocational education who had provided
answers to the survey questions. The main purpose of the survey questions was to find out how
graduates of a vocational education program believe the program influenced their career choice
and persistence.
Descriptive and Inferential Results
Thirty completed surveys were submitted. The mean age of respondents was 45.38 years
old at the time of the survey. The mean number of years worked in the respondents current
profession was 13.97 years (14 years rounded up). Of the respondents, 14 are female (54%), 12
are male (46%) and 4 respondents did not answer the question of sex. The race/ethnicity
composition of the respondents was 16 Caucasian (White – Non-Hispanic) (64%), 1 African
American (4%), 1 Asian (4%), 6 Hispanic (24%) none responded as other. Comparatively, the
VOCATIONAL EDUCATION GRADUATES 44
university student body at the time was 39% White/Caucasian, 5% Black/African American,
12% International, 23% Asian, 14% Hispanic and 7% Other (University of Southern California,
2012), suggesting that this respondent sample over-represented Caucasians and Hispanics and
under-represented African Americans and Asians.
In answer to the question what is your current annual income level, 1 respondent (4%)
indicated $0 - $10,000; 1 respondent (4%) indicated $10,001 - $20,000; 2 respondents (8%)
indicated $20,001 - $30,000; 1 respondent (4%) indicated $30,001 - $40,000; 3 respondents
(12%) indicated $40,001 - $50,000; 3 respondents (12%) indicated $50,001 - $60,000; 3
respondents (12%) indicated $60,001 - $70,000; and 12 respondents (46%) indicated over
$70,000. A very large percentage (46%) of the survey respondents has an annual income over
$70,000, which is a significantly higher percentage than all other income bracket levels. For
graduates of vocational education their proven ability to succeed with a high income level has
been demonstrated with this research study population.
The mean length of time since completing the program was 15 years of 26 who
responded to this question. The range was from just completing to 4 at 30 years and 1 at 32 years
since completing the program. This average of 15 years since completing the vocational
education program shows persistence on average of 15 years working through barriers and
motivation to persist. Of those respondents 12 (41%) are in their chosen profession of which they
were trained at the vocational education program and 17 (59%) are not in that profession. Again,
a significant number - 12 graduates of vocational programs persisted to stay in the profession for
which they were trained in vocational education.
The types of professions varied among the participants. The following are the
various occupations: Dietetics, Executive Chef, Licensed Vocational Nurse (LVN), Registered
VOCATIONAL EDUCATION GRADUATES 45
Dietitian, Director of Engineering, Professional Baking Professor, Food Service Director, Dental
Hygienist, Business Administration, Registered Nurse (RN), Unemployed, Paralegal,
Manufacturer, Waiter, Real Estate Agent, Research, Photographer, Phlebotomist, Lab Assistant,
Information Technology (IT), Truck Driver, Teacher and Mental Health Worker. The
participants were currently in a wide array of occupations and professional practices. All are
currently in their occupation with the exception of one unemployed participant. The sample
population was very specifically certain well established mostly successful professionals who
happened to have finished a vocational education at some point in their past and were willing to
take the survey. This skewed the results toward some very positive answers and responses to the
questions about influence and motivation. The answers given may have more been a result of the
current state of being and success within their lives as opposed to answers which reflect the exact
influence from the vocational program itself.
Instrumentation
Survey questions were designed to acquire the data for statistical (quantitative and
qualitative) analysis of the two research questions (see Appendix A). The questions were
designed to prompt the participant to provide the answers to how the vocational education
training helped them toward motivation. The questions were designed to be easy to answer and
to provide the graduate’s perception of certain aspects of the training they received and how the
training had influenced them in the current profession. The answers to the questions lead the
researcher to determine significance and to predict the value of the level of persistence.
In the effort to find questions that would help derive at the level of motivation the
vocational education student experienced, the researcher first gathered questions already shown
to have validity when used in other research. A search for questions was performed. In the search
VOCATIONAL EDUCATION GRADUATES 46
the researcher was determined to get graduates response about the motivational constructs of
expectancy value, self-efficacy, intrinsic and extrinsic motivation, and interest and if these
motivations were present in their professional experience. Some questions with validity were
chosen by this method. There remained some motivational constructs where no questions were
available that would gather the right type of information from these vocational education
graduates. An attempt was made by the researcher and colleagues to produce and design
questions that would provide answers to whether the motivation existed or not. Once all the
questions were determined, a statistical test to determine if there was validity with the questions
was used. This test would determine if the questions asking about a certain construct actually
could be answered and to provide a reasonable response relating to that construct. For example,
did a question designed to ask about a person’s self-efficacy actually ask about self-efficacy and
a reasonable person answering it would provide an answer that gave a measure of self-efficacy in
their life.
An open ended question (see Appendix A) was developed to acquire data that may lead
to answering the question as to what student’s feel is a benefit of being in the program to
determine student’s perceived feelings over time. By design, the open ended question for the
qualitative analysis provided answers to research question #2. The open ended question prompts
the participant to provide feelings and beliefs about motivation and the vocational training.
The motivations measured are related to the constructs of expectancy value, self-efficacy,
intrinsic and extrinsic motivation, and interest. Research shows that people’s values and their
expectancies for success influence their motivation (Eccles, 2005; Wigfield & Eccles, 2002).
Intrinsic motivation is motivation to engage in an activity for its own sake and is contextual
referring to how people view activates and how that view varies over time and with changes in
VOCATIONAL EDUCATION GRADUATES 47
circumstances (Deci & Ryan, 1985, 1987). Determining the level of intrinsic motivation is can
help in understanding whether students are influenced by programs such as vocational eduction.
Self-efficacy is one’s perceived capabilities for learning or performing actions at designated
levels (Bandura, 1993, 1997, 2001). An understanding of the motivational construct of self-
efficacy helps to determine how students are influenced by education programs. Personal interest
is an individual disposition or characteristic which influences a particular topic or activity. The
level of personal interest helps answer the question as to whether students are influenced by
vocational education programs (Winfield & Eccles, 1992, 2002).
Table 1

Multi-item Statements Measure Constructs of Motivation with Graduates of Vocational
Education Programs

1. I am interested in future advancement within my
current profession.
1 2 3 4
2. I find my current profession interesting. 1 2 3 4
3. My interest in my current profession influenced my
decision to enroll in the vocational education
program.
1 2 3 4
4. The vocational education program positively
influenced my interest in the profession that I chose.
1 2 3 4
5. The training I received at the vocational education
program positively influenced the number of years
in my current profession.
1 2 3 4
6. The vocational education program influenced me of
the importance to do my best in my current
profession.
1 2 3 4
7. I believe I have the competencies (skills and
knowledge) to succeed in my profession.
1 2 3 4
8. I believe I am capable of managing unforeseen
situations in my profession.
1 2 3 4
9. What I learned at the vocational education program
is useful in my current profession.
1 2 3 4
10. The vocational education program was influential in
my belief in my ability to succeed in my profession.
1 2 3 4
11. I liked what I learned about my profession at the
vocational education program.
1 2 3 4

VOCATIONAL EDUCATION GRADUATES 48
Note: 1 – Disagree; 2 – Somewhat disagree; 3 – Somewhat agree; 4 – Agree
Items 1 through 4 measure Interest
Items 5 and 6 measure Intrinsic/Extrinsic Motivation
Items 7 and 8 measure Self-efficacy
Items 9 through 11 measure Expectancy Value

Treatment of the Data
A statistical test was performed in order to consider the reliability of each survey question
considering a construct relating to motivation. The constructs of expectancy value, intrinsic and
extrinsic motivation, interest, and self-efficacy were tested. Scientific observation takes place
when it serves a research purpose and the observation is subject to checks of validity and
reliability. Santos, (1999) describes validity for this research refers to capturing correctly the
nature of the construct relating to motivation. Reliability for this research refers to obtaining
information about a construct that is consistent and trustworthy. The reliability coefficient
(internal consistency) or coefficient alpha is a ratio of a measurement’s true (reliable) variance to
its total variance. For example, if the reliability of a measure is .70, the measurement is 70% true
and 30% error (Santos, 1999).
Reliability deals with the extent to which a measure reliably differentiates individuals on
a scale. Reliability of the constructs of motivation was measured using Cronbach’s Alpha
statistical test. The coefficient of internal consistency (alpha) can only be applied to scales that
are reasonably equal intervals. Sometimes differentiating individuals is not important even when
a scale is equal interval, and thus, coefficient alpha reliability is not important (Santos, 1999).
This may be the case for three of the four constructs tested were reliabile. The survey questions
regarding the construct of self-efficacy have been shown to be a good indication of reliability.
Factors pertaining to interest as stated how the vocational education program positively
influenced their interest in the profession. And, two factors pertaining to intrinsic/extrinsic
VOCATIONAL EDUCATION GRADUATES 49
motivation as stated how the training they received at the vocational education program
positively influenced the number of years in their current profession and the vocational education
program influenced them of the importance to do their best in their current profession.
A statistical test was performed in order to consider the reliability of each survey question
considering a construct relating to motivation. The constructs of expectancy value, intrinsic and
extrinsic motivation, interest, and self-efficacy were tested.
Table 2
Cronbach’s Alpha

Alpha
Reliability Coefficients for Items 1 through 4
measure Interest
.274
Reliability Coefficients for Items 5 and 6
measure Intrinsic/Extrinsic Motivation
.831
Reliability Coefficients for Items 7 and 8
measure Self-efficacy
.778
Reliability Coefficients for Items 9 through 11
measure expectancy value
.673

In research where Cronbach’s Alpha was used, commonly there is an implication that a
given level greater than .70 is adequate or inadequate. The level of reliability that is adequate
depends on the decision that is made with the scale. The finer the distinction, the better the
reliability must be (Cortina, 1993). Results from Cronbach’s Alpha was Self-efficacy  = .778;
Intrinsic/Extrinsic Motivation  = .831; Expectancy Value  = .673; and Interest  = .274. Self-
efficacy and Intrinsic/Extrinsic Motivation was adequate for reliability; Expectancy Value was
just about adequate for reliability; and Interest was inadequate.
Data Collection
Prior to the collection of data and analyzing the results, the researcher obtained
Institutional Review Board (IRB) approval from the University of Southern California Office for
VOCATIONAL EDUCATION GRADUATES 50
the Protection of Research Subjects. Prior to data collection, the researcher acquired consent
from students who are 18 years old or over for their participation in the research study (see
Appendix B). Incentive was provided. A signed consent form was required for participation in
the study.
Data collection for this study was over the course of several months. Data collection
occurred over the year of 2012, from January to the end of December. The participation of
graduate students was dependent upon as to when they can complete the survey. The graduates
were provided with a consent form along with the Qualtrics survey via a flyer, email, or text
message. A graduate student that may not have wanted to answer the survey via electronic
methods was given the option of completing the survey by mailed the consent form and survey.
A self-addressed stamped envelope was to be provided to those participants via mail. None of the
people who saw the flyer or were contacted by the research requested this method via mail.
There was reluctance on the most part by most people to complete a survey. Even when
the person had completed a vocational education program, the incentive to do the survey was not
enough for most people asked to actually start and/or complete the survey. The researcher used
personal references to establish a conversation regarding the taking of this survey. Many of the
30 who did do the survey did complete it as a personal favor for the researcher. Many of the
people the researcher reached out to were already very motivated, successful individuals who
were willing and able to give their comments and feedback in the survey. By means of selective
requests was this data collected. Almost all who were not personally known to the researcher
when asked declined to complete the survey. This entire process of gathering the 30 participants
or population produced a very selective and special group of individuals to whom gratitude and
thanks was given.
VOCATIONAL EDUCATION GRADUATES 51
All participants were surveyed using the Qualtrics on-line computer-based survey system.
Qualtrics provided participants a quick survey which allowed for experimental research utilizing
a service database and analysis of the survey. The Qualtrics survey is also extremely easy to take
when accessed through text messaging. A participant completed the survey through the text
message reply application if an i-Phone or Android phone was used. Each survey question
appeared within the text message and was easily answered using a cellular phone. There was
need to have an internet browser present the survey questions when text messaging is used.
The researcher included anyone who completes the survey in the data analysis. The
researcher is attempting to acquire an understanding of how graduates of a vocational education
program believe the program influenced their career choice and persistence. The data acquired is
being safeguarded in two separate locations in order to assure confidentiality and anonymity.
Data Analysis
The survey questions can be viewed as valid and reliable depending on demonstrated
skill and rigor of the researcher. The data collected was used to respond to the research
questions. Qualitative data analysis was done after Crombach’s Alpha was performed. Some
statistical tests relating to the demographic data and survey question answers to constructs of
motivation were performed. For the qualitative data analysis, defining key concepts was crucial
to the researcher. Each concept has explicit meaning in the context of the study. Knowledge
claims are built on weight, validity and pertinence of the evidence. The qualitative evidence
provides a systematic presentation of patterns underlying practices, decisions, or events.
Quantitative Statistical Testing
First descriptive testing was performed on the demographic data from the survey
responses. The mean age, number of years worked in the current profession, gender, and
VOCATIONAL EDUCATION GRADUATES 52
ethnicity were all reported. The current annual income level, the length of time since completing
the program and are in their chosen profession of which they were trained were also reported. In
order to test for the dependent variable of persistence, a look at how many years have they
worked in their current profession.
Some of these independent variables were looked at to help get a better understanding of
some related concepts that the graduates may have experienced and help in our understanding of
the motivation behind persistence in length of time in the professions.
Table 3

Survey Items

1. (Items 1-4 measure Interest) I am interested in future advancement within my current
profession.
2. I find my current profession interesting.
3. My interest in my current profession influenced my
decision to enroll in the vocational education program.
4. The vocational education program positively influenced
my interest in the profession that I chose.
5. (Items 5-6 measure
Intrinsic/Extrinsic Motivation)
The training I received at the vocational education
program positively influenced the number of years in my
current profession.
6. The vocational education program influenced me of the
importance to do my best in my current profession.
7. (Items 7-8 measure Self-efficacy) I believe I have the competencies (skills and knowledge)
to succeed in my profession.
8. I believe I am capable of managing unforeseen situations
in my profession.
9. (Items 9-11 measure Expectancy
Value)
What I learned at the vocational education program is
useful in my current profession.
10. The vocational education program was influential in my
belief in my ability to succeed in my profession.
11. I liked what I learned about my profession at the
vocational education program.

Second, descriptive statistics were performed on persistence, self-efficacy,
intrinsic/extrinsic, expectancy value, and interest. Third, an independent samples t-test was
VOCATIONAL EDUCATION GRADUATES 53
performed in order to control for demographic data of age, gender and ethnic group. Forth, a
Pearson correlation was performed on the four motivation scales and persistence. Finally, a
partial correlations test was performed to provide results on the control variables of age, gender,
ethnicity and persistence.
The Pearson correlation and partial correlation tests were used to acquire statistical
results. Generally, when Pearson correlation coefficients are used there are other external
variables that the construct should predict, and also where another instrument is intended to
measure the same or similar variable, a strong relation exists or lack of a strong relation exists
between the instrument and those external variables. This can be reported as validity evidence
(Wilson, Heberleina, Bishop, & Schaefferd, 2005).
The quantitative methods analysis began with quantitative data collection and then used
the data to determine a test statistic that is a numerical characteristic of a sample. The researcher
used independent samples t-test and Pearson correlation test for the analysis of the data. The
dependent variable was persistence which was measured by graduates’ persistence in relation to
how many years have they worked in their current profession. The independent variables or the
predictors were the four motivation variables. The factor which indicates persistence in their
chosen occupation was the number of years in the profession. In this study, persistence is an
index in relation to the motivations which were to be working or pursuing a particular career for
a long period of time.
Persistence is a concept that is not easy to quantify. Therefore, in this study, persistence
was an index in relation to motivation and will be measured as working or pursuing a particular
career for a period of time. Persistence in relation to motivation is especially prevalent when one
encounters obstacles and is associated with higher motivation (Schunk, Pintrich, & Meece,
VOCATIONAL EDUCATION GRADUATES 54
2008). To answer the first research question, data about the program predicts persistence as
length of time in the profession.
For this study, the analysis of demographic data can be predictive of persistence by age,
gender, ethnicity, current annual income level, length of time since completing the program,
number of years worked in the current profession and are in their chosen profession of which
they were trained. By independent samples t-test and Pearson correlation test analysis the
researcher determined what factors predict persistence and motivation. The results provide an
explanation as to what demographic data predicts persistence in the student’s trained profession.
To answer the first research question a quantitative approach was used. Specific survey
questions were asked of past graduates. The survey questions (see Appendix A) attempted to
answer; do past participants believe the vocational program influenced their motivation to persist
in their profession? For the first research question, the dependent variable persistence and the
independent variables of four motivation scales as in the factors of expectancy value, self-
efficacy, intrinsic and extrinsic motivation, and interest determine the belief about the program’s
influence and motivations to persist.
The quantitative test, Independent Samples Test and Pearson correlation test was
performed which included factors of motivations to persist as in the factors of expectancy value,
self-efficacy, intrinsic and extrinsic motivation, and interest. A p-value of 0.05 was selected to
determine the statistical significance of the statistical test which was conducted.
To answer the second research question a qualitative approach was used. An open ended
question (see Appendix A) was developed and was asked of graduate students. The question
attempts to help answer what they feel is a benefit of their experience in the vocational program.
VOCATIONAL EDUCATION GRADUATES 55
By qualitative analysis of the interview data, the researcher identified connections and present
specific results determined from the participants’ answer.
The qualitative data is self-reported and uses an alternative approach to assessing
motivation. Qualitative data analysis is the method applied to the third research question. The
qualitative design analysis will be characterized by and involving repetition of tightly linked
design-analysis-redesign cycles. The qualitative data also required content analysis of the written
answers to the open ended question. In the qualitative analysis, the findings from the data
converge to form a pattern via relationships within categories and across categories. A coherent
narrative will be composed to answer the research question, what do past students feel is a
benefit of their experience in the vocational program training?
The researcher paid particular attention to the influence of interest and motivation on the
vocational students in this study. Qualitative analysis was begun by coding the answers in
accordance to the connection to interest and self-efficacy as what was achieved through the
vocational program. The motivations measured are relating to the constructs of expectancy value,
self-efficacy, intrinsic and extrinsic motivation, and interest. Conclusions were drawn by linking
the feeling to the benefit and by their experience.
Once all quantitative and qualitative measures were analyzed and conclusions drawn, a
broader picture of motivational influences upon occupational attainment is revealed. A combined
description, explanation and evaluation will be presented which provides insight to answers to
the research questions. The description defines the features of the subjects and events, a sense of
processes and actors, and an image of the setting. The explanation presents associations between
categories comprising of the sequence of events and how one event or process leads to another.
The evaluation determines the worth or impact of the vocational program.
VOCATIONAL EDUCATION GRADUATES 56
The results of this study are reported in Chapter Four. Chapter Five will include a
discussion of the main findings, implications for research and practice, limitations of this study
along with recommendations for future research and practice and conclusions.

VOCATIONAL EDUCATION GRADUATES 57
CHAPTER FOUR: RESULTS
The aim and scope of this study can be stated in the form of a question as to whether
students are influenced and motivated by vocational programs? This study examines how
vocational education may affect students’ motivation over time. There is a need for a discussion
on motivation of graduates of vocational programs. In this results section, the goal is to report the
results of the mixed methods data analyses used to test what predicts persistence in the student’s
trained profession. Statistical testing was used to answer research question one. Research
question one asked: Does belief about the program’s influence predict job persistence after
controlling for demographic data? A qualitative inquiry was used to explore research question
two. Research question two asked: What do past students feel is a benefit of their experience in
the vocational program training? This chapter first presents the treatment of the data and
descriptive results. Next results will be presented by research question. Finally, the overall
findings from the evidence will be presented.
The survey link was sent out to a variety of different people from different vocational
education programs. A flyer helped to recruit participants. The flyer reached many people but
only those that completed the survey were highly motivated. The targeted audience for the
survey was graduates of a vocational education program. The aim was to acquire survey
responses from a variety of programs so as to get a wide array of vocational education to provide
data for the study. With only a limited number n=30 responding, all 30 were motivated to
provide responses to the survey questions. The responses to the open ended question also
revealed a high motivation to describe how they feel the program or did something else influence
their professional goals.

VOCATIONAL EDUCATION GRADUATES 58
Table 4
Descriptive Statistics on Persistence

N Minimum Maximum Mean Std. Deviation
Persistence 29 1 30 13.97 11.428

Table 5
Descriptive Statistics on Motivational Scales

Totals Mean Std. Deviation N
Self-efficacy 7.6667 3.8333 .67937 27
Intrinsic/Extrinsic 6.6296 3.3148 1.6675 27
Expectancy Value 11.3200 3.7733 1.0693 25
Interest 16.4815 3.3190 3.0555 27

Tables 4 and 5 show the means and standard deviations for the four motivation scales and
persistence. On a scale of 1.4, all indices exceeded 3.3 suggesting that motivation was high in the
group that was sampled for this study. Motivation was lowest on the intrinsic motivation and
interest scale and highest on the self-efficacy and expectancy value scale. Persistence (M =
13.97, SD = 11.43), Self-efficacy (M = 3.83, SD = .68), Intrinsic/Extrinsic motivation (M = 4.31,
SD = 1.67), Expectancy value (M = 3.77, SD = 1.07) and Interest (M = 3.32, SD = 3.06).

VOCATIONAL EDUCATION GRADUATES 59
Table 6
Independent Samples Test: Caucasian versus Hispanic

Levene's
Test for
Equality of
Variances t-test for Equality of Means
F Sig. t df
Sig.
(2-
tailed
)
Mean
Differen
ce
Std.
Error
Differe
nce
95% Confidence
Interval of the
Difference
Lower Upper
Persistence
10.906 .003 -2.428 21 .024 -11.384 4.689 -21.135 -1.633

-3.001 19.222 .007 -11.384 3.793 -19.317 -3.450
Self-
efficacy
4.414 .049 -1.568 20 .132 -.43810 .27933 -1.02076 .14457

-1.344 8.507 .214 -.43810 .32590 -1.18190 .30571
Intrinsic/
Extrinsic
.373 .548 -.428 20 .673 -.29524 .69001 -1.73458 1.14410

-.411 10.741 .689 -.29524 .71815 -1.88053 1.29006
Expectancy
Value
2.946 .102 -1.070 20 .298 -.53333 .49863 -1.57346 .50680

-.866 7.721 .413 -.53333 .61618 -1.96326 .89659
Interest
.034 .855 1.552 21 .136 1.50893 .97219 -.51285 3.53070

1.550 11.490 .148 1.50893 .97319 -.62197 3.63983

Data were broken down by gender and ethnic group. No significant differences were
found for gender. The results for a comparison of Caucasians and Hispanics are shown in Table
6. The result is that Caucasians were 11.38 means higher on the persistence scale. This difference
was statistically significant, t (19.222) = -3.001, p = .007.
VOCATIONAL EDUCATION GRADUATES 60
The Pearson product-moment inter-correlations for the four motivation scales are given
in Table 7. Three of the correlations were significant at the .05 level. First, Self-Efficacy is
positively correlated with Expectancy Value (r =.453, p = .026). High scores on Self-Efficacy are
associated with high scores on expectancy value. Second, extrinsic/extrinsic motivation is
positively correlated with expectancy value (r =.524, p = .007). High scores on intrinsic/extrinsic
motivation are associated with high scores on expectancy value. Third, intrinsic/extrinsic
motivation is positively correlated with Interest (r =.693, p = .000). High scores on
intrinsic/extrinsic motivation were associated with high scores on interest.

VOCATIONAL EDUCATION GRADUATES 61
Table 7
Correlations

Self-
efficacy
Intrinsic/
Extrinsic
Expectancy
Value Interest
Persisten
ce
Self-efficacy Pearson
Correlation
1 .189 .453(*) .047
.233
Sig. (2-
tailed)
. .355 .026 .821
.243
N 27 26 24 26 27
Intrinsic/Extrinsic Pearson
Correlation
.189 1 .524(**) .693(**)
.293
Sig. (2-
tailed)
.355 . .007 .000
.138
N 26 27 25 27 27
Expectancy Value Pearson
Correlation
.453(*) .524(**) 1 .357
.200
Sig. (2-
tailed)
.026 .007 . .080
.337
N 24 25 25 25 25
Interest Pearson
Correlation
-.017 .495(**) .240 1
.023
Sig. (2-
tailed)
.933 .009 .247 .
.905
N 27 27 25 29 29
Persistence Pearson
Correlation
.233 .293 .200 .023
1
Sig. (2-
tailed)
.243 .138 .337 .905

N 27 27 25 29 29
Note:
* Correlation is significant at the 0.05 level (2-tailed).
** Correlation is significant at the 0.01 level (2-tailed).

All of the correlations between the motivation variables and the persistence variable were
positive indicating that as motivation moves higher persistence moves higher. However, none of
the correlations are statistically significant at the p < .05 level.

VOCATIONAL EDUCATION GRADUATES 62
Table 8
Partial Correlations

Control Variables Self-efficacy
Intrinsic/
Extrinsic
Expectancy
Value Interest
Age
Gender
Ethnicity
Persistence Correlation -.102 .166 .006 .111
Significance (2-tailed) .688 .510 .982 .661
Df 16 16 16 16

None of the correlations are statistically significant at the p < .05 level and therefore there
is no support for persistence and motivation are correlated.
Not every participant provided a positive response about the influence given by the
vocational education program. When participants were asked I liked what I learned about my
profession at the vocational education program. One participant answered “somewhat disagree,”
and 3 answered “somewhat agree.” This in comparison to the majority 21 who responded to if
they liked what they learned about their profession at the program by an answer of “agree.”
Since this was a highly successful group to begin with the study did reveal that at least one
individual did not get a positive influence from the vocational education program.
Results Research Question One
Research question one asked: Does belief about the program’s influence predict job
persistence after controlling for demographic data? To answer this first research question
persistence was measured by graduates’ persistence in relation to their chosen occupation and
career. The results help answer how graduates of a vocational education program believe the
program influenced their career choice and persistence. Analyses of responses from the survey of
past graduates were used to answer whether participant motivations relating to the construct
VOCATIONAL EDUCATION GRADUATES 63
motivation of expectancy value, self-efficacy, intrinsic and extrinsic motivation, and interest are
related to persistence. Persistence is not related to any of the four motivational constructs.
Quantitative Findings
A dependent variable or the criteria is job persistence (persistence is an index in relation
to motivation which is to be working or pursuing a particular career for a long period of time)
was determined. That variable was used to look at graduates’ persistence in relation to their
chosen occupation and career. This result then became a factor which indicates persistence in
their chosen occupation. The factor includes number of years in the profession.
From there an independent variable or the predictor was determined as the belief about
the program’s influence. Then the motivational constructs which may lead to persist are
expectancy value, self-efficacy, intrinsic and extrinsic motivation, and interest. Demographic
data can be predictive of persistence by gender, age, and ethnicity. After controlling for the
demographic data, the result predicts persistence in the student’s trained profession.
The first research question asked, does belief about the program’s influence predict job
persistence after controlling for demographic data? In response to the research question there
were four findings which emerged. First, is the number of years worked in the current profession
and the number that are still in the profession for which they were trained. Second, that in
relation to the four motivation constructs no differences were found for gender, age or ethnicity.
There is no support for persistence and motivation being correlated. Third, as vocational
education graduates plan on seeking advancement in their profession this is correlated with the
cluster of motivation variables. Fourth, that there was a belief that the program influenced the
graduate in each of these areas toward plans on seeking advancement.
VOCATIONAL EDUCATION GRADUATES 64
The first finding was the number of years worked in the current profession. The average
number of years worked was 14 years. Some had 30 plus years in their current profession. This
longevity of working in the profession by these graduates would indicate that after the mental
effort and persistence to overcome barriers, the graduates by the fact of many years working in
their profession contributes to concluding the influence of the program was substantial. This
indicates persistence; along with 12 out of 29 graduates surveyed persisted to stay in the
profession for which they were trained. The influence of the program and the choice of vocation
along with the persistence and motivation to succeed contributed to the long length of time in the
profession for which they were trained.
The second finding was in relation to the four motivation constructs no differences were
found for gender, age or ethnicity. There is no support for persistence and motivation being
correlated. When looking at the four motivations, self-efficacy, intrinsic/extrinsic motivation,
expectancy value and interest, motivation was highest on the self-efficacy and expectancy value
scale. No significant differences were found for gender, age or ethnicity. When comparing
Caucasians and Hispanics, for Caucasians there was a difference of 11.38 in the means and was
higher on the persistence scale. This difference was significant. Correlations for the four
motivation scales reveal three as significant. High scores on Self-Efficacy are associated with
high scores on Expectance Value. High scores on Intrinsic/Extrinsic motivation are associated
with high scores on Expectance Value. And, high scores on Intrinsic/Extrinsic motivation are
associated with high scores on Interest. All of the correlations between the motivation variables
and the persistence variable were positive indicating that as motivation increases persistence
increases. There is no support for persistence and motivation being correlated. This is an
important finding for this study, since our current research has not answered this question.
VOCATIONAL EDUCATION GRADUATES 65
Therefore, as we look at constructs of expectancy value, self-efficacy, intrinsic and extrinsic
motivation, and interest – persistence and motivation are not significantly linked.
The third finding was as vocational education graduates plan on seeking advancement in
their profession this is correlated with the cluster of motivation variables. These include high
scores on self-efficacy is associated with high scores on expectancy value. High scores on
intrinsic/extrinsic motivation are associated with high scores on expectancy value. And, high
scores on intrinsic/extrinsic motivation are associated with high scores on interest. All of the
correlations between the motivation variables and the persistence variable were positive. This
would indicate that as motivation moves higher persistence moves higher. Graduates of
vocational education continue to be motivated either by self-efficacy and intrinsic/extrinsic
motivation which leads to expectancy value and intrinsic/extrinsic leading to interest. While,
none of the correlations are statistically significant, all of the correlations between the motivation
variables and the persistence variable were positive.
The fourth finding was a belief that the program influenced the graduate in each of these
areas toward plans on seeking advancement in their profession. These include interest in
currently profession, the decision to enroll, in the number of years worked in the profession, in
the importance to do their best, in what they learned was useful, in their belief in their ability to
succeed, and they liked what they learned about their profession. An analysis of each of the
responses to the questions on motivation reveals the influence of the vocational education
program on the graduates. The evidence can be found in an analysis of the answers to items
about interest, items about intrinsic/extrinsic motivation, items about self-efficacy, and items
about expectancy value. There is a belief that the program influenced the graduate in each of
these areas toward plans on seeking advancement in their profession. These include influences of
VOCATIONAL EDUCATION GRADUATES 66
interest in current profession influenced by the decision to enroll in vocational education. Also,
the program positively influenced their interest in their profession. The training positively
influenced them in the number of years worked in the profession. Also, the program influenced
them of the importance to do their best. What they learned from the program was useful in their
profession. The program was influential in their belief in their ability to succeed. They liked what
they learned about their profession at the vocational education program. These results show that
there is a significant belief that the program influenced the vocational education graduate and
predicts job persistence while controlling for sex, age and ethnicity.
Results Research Question Two
Research question two asked: How do past students feel the program influenced their
professional goals? A qualitative approach was used. To answer this second research question
the motivations measured relate to the constructs of expectancy value, self-efficacy, intrinsic and
extrinsic motivation, and interest. Themes emerged from looking at responses in light of these
constructs. Themes presented themselves as ones of the participants’ basic feelings, a connection
from feelings and thoughts, and a focus on important aspects of profession. These qualitative
results represent patterns underlying experience of the students as they feel the program
influenced their professional goals.
The first theme basically is of simple feelings that were evident within the answers
provided in the open ended question. These include happiness, enjoyment, inspiration,
confidence, and a sense of being one’s best and these feelings were iterated several times by
numbers participants.

VOCATIONAL EDUCATION GRADUATES 67
Table 9
Feelings About the Program’s Influence
Feelings Quote Related Construct
An expression of happiness
was presented by 3
participants.
“I…felt extremely happy about
who I was.”
This is a result of a deep
feeling of self-efficacy and
personal interest.
An expression of enjoyment
was expressed by 2
participants.
“working in a field that I
consider enjoyable and
interesting”
These feelings are a result of
personal interest motivation
leading the participant to
conclude feelings about their
profession.
“I have enjoyed my profession
for as long as I have.”
A sense of being inspired was
expressed by 3 participants.
“…how to become…” These feelings of inspiration
were manifest from an
intrinsic motivation which
came from within the
individual participant.
“…how to go about…”
“…how to expedite…”
Another quote, “…inspired me
to live up to their high
standards…”
A feeling of confidence in
one’s own abilities was
expressed by participants
The training “gave me the
confidence…”
Feelings of confidence are also
resulting in an intrinsic
motivation and sense of one’s
self.
“it gave me confidence...”
“provided confidence…by
setting a precedent for a
lifelong career…”

From the presentation of responses about feelings above, it was evident that participants had
felt that the program influenced them to feeling a sense of being one’s best. Three responded
with, the program provided me to be “expecting nothing less than the highest standards”, “taught
me how to endure” and “felt extremely happy about who I was as I completed the program.”
Endurance and achieving the highest standards leads to the program influencing the graduates
persistence and expectancy value theory motivation. The influence from the vocational education
program can be summed up as one said, “I was influenced positively toward professional goals
and felt extremely happy about who I was…”
VOCATIONAL EDUCATION GRADUATES 68
Each of these feelings and concepts, when stated, were aligned directly to accomplishment
within their profession. All the feelings and thoughts expressed were connected in some way to
accomplishment in their profession after the training they received at the vocational educational
program. One summarized by stating the vocational education program influenced them to have
no limits on what their dreams could be. Vocational education can provide motivation toward
influencing their professional goals and to persist toward career achievement.
Second, the connection from feelings and thoughts were evident to subsets of acquired skills,
the development of skills, and the learning (teaching) experience from the program, and choice
of program. These subset complex concepts all led to influence the professional goals of the
participants. As one participant expressed, these subset complex concepts “helped to influence
my professional goals by expecting nothing less than the highest standards.” The vocational
education program influenced and motivated professional goals of the graduates.

VOCATIONAL EDUCATION GRADUATES 69
Table 10
Key Beliefs About Program Influence
Acquired Skills
Development of
Skills
Learning (teaching) Experience
from the Program
Choice of Program
“…how to become
a Real Estate
professional”
(EVT)
“program gave
me the skill that
has sustained
me through the
years” (EVT)
“…program focused
on…important aspect of my
profession…crucial…direction
that my profession is headed”
(EVT)
“vocational school
influenced my
professional
goals…it was the
best choice for me”
(EVT)
“…training….to
seek the medical
field….high
knowledge
capacity” (SE)
“…gave me the
skills…I needed
to succeed”
(EVT)
“guided me on how to become a
professional” (SE)
“I enrolled in a
vocational
program….after
working into a
field that I
considered
enjoyable and
interesting” (Int)
“only after voc
program and 25
years working a
career change
would not have
been possible”
(I/E)
“program taught
me how to
endure” (Int)
“I received very good
training…vocational school and
still used everyday” (I/E)

“I have built my
experiences to
succeed to greater
levels” (I/E)
“skills of
relating to
people…I
learned from the
program was
useful even in
my new
profession” (Int)
“…program influenced my
professional goals by increasing
my confidence…” (I/E)

“I was influenced
…toward
professional goals
and felt extremely
happy about who I
was…” (Int)
“set a precedent
for a life long
career teaching
me the skills I
needed” (Int)

VOCATIONAL EDUCATION GRADUATES 70
Each subset complex concept produced a feeling either expressed or implied by the
response. Each motivation construct closest aligned with the concept is identified within each
entry in the table above. These results will be discussed further in Chapter 5.
Important factors related to influence of professional goals include: stepping stone to
profession, built on experience to succeed, felt happy about whom I was, accomplished greater
tasks, and choice of best vocational school inspired to be the best. Some additional concepts
include: focused on important aspects of profession, program presented various perspectives,
program was recognized and certification is valued. Others include: vocational education made
possible advancement in my field, expectations set for higher standards, importance of career
professionalism, and breadth of knowledge in professional matters.
Qualitative Findings
A qualitative approach was used to answer the second research question. From an open
ended survey question which asked, please feel free to tell us in your own words: how do you
feel the vocational education program influenced your professional goals? The qualitative
method was utilized to determine student’s motivation (persistence) over time with respect to
vocational education. This begins with a question as to whether students are influenced and
motivated by vocational education programs.
The second research question asked, how do past students feel the program influenced
their professional goals? In response to the research question there were two category findings
which emerged. First category finding, as the individual grew in their profession, as they
persisted through barriers and remained motivated to succeed over time, there are expressions of
enjoyment, inspiration, confidence, and the sense of being one’s best. Second category finding,
VOCATIONAL EDUCATION GRADUATES 71
that vocational eduction participants’ values and expectancies for success are influenced toward
their motivation.
First category finding emerged by a method utilized whereby the researcher pulled out
key words which indicated feelings or an idea of a feeling that linked to a connection and a
conclusion was drawn. The process then was in making the connections of repeated themes
among the responses to draw conclusions. As each participant expressed a feeling of enjoyment,
inspiration, confidence, and a sense of being one’s best these feelings were all related to what
they believed the program gave them. As the individual grew in their profession, as they
persisted through barriers and remained motivated to succeed over time, there are expressions of
enjoyment, inspiration, confidence, and the sense of being one’s best. All in all, these good
feelings are a result of the program’s influence and in recognition of how the program benefited
them over time.
How do past students feel the program influenced their professional goals? Each of the
feelings of happiness, inspiration, interest, expectations, confidence and a sense of being one’s
best were directed to an accomplishment within the profession by the participants. The
participants expressed feelings that the subsets of acquired skills, the development of skills, the
learning experience and the choice of program all led to influence their professional goals. They
were also at a level of belief and feeling that the vocational education program leads them to
thoughts about the values and expectancies for success and felt influenced to be motivated
toward their professional goals. Participants’ level of self-efficacy influenced their belief in their
ability to influence events that affect their lives by allowing them to seek a higher knowledge
capacity and skill sets. They felt they developed skills for everyday work, skills in relating to
people, useful skills and gave them confidence. Participants’ level of intrinsic motivation lead to
VOCATIONAL EDUCATION GRADUATES 72
a belief and influenced them to build upon experiences to succeed to greater levels, inspired them
to live up to higher standards and to do their best. They felt the program influenced them toward
increased confidence, knowledge and happiness which provided motivation toward achieving
their professional goals. Participants’ realization of an in-depth interest in the field that they
studied in the program influenced them toward increased motivation for their professional goals.
They felt the program influenced them on how to endure, how to increase their breadth of
knowledge and how to enjoy their profession. As they set out on a lifelong career using the skills
they acquired from the vocational education program they were all influenced by the program
and were motivated toward their professional goals to achieve greater new heights.
The first and major feeling from most participants was a confidence in one’s own
increased knowledge leading to longevity in the profession. Statements of increased breadth of
knowledge and increased confidence were associated with years of working within the
profession. Another major feeling was how the participant was inspired to achieve. This theme
was evidenced by stating increased self-esteem, living up to being the best one can be,
expectations and higher standards, and no limits on what the dreams could be. These sentiments
were integrated along with achievement in the form of length of time in the profession. Also, a
sense of interest and desire to advance further after years of achievement in the profession was
evident through the responses.
Certain responses attributed to a feeling of gained professionalism. Participants stated that
the vocational education program showed them how to become a professional in all aspects of
their career. This also led to an underlying reason why they could attribute to sustained longevity
and years in their profession. An expression of feelings, led to vocational education program
training, which led to longevity in profession. This advancement is one expressed as to achieve
VOCATIONAL EDUCATION GRADUATES 73
further in their profession and advancement which only resulted in the training from the
program.
To help answer the question as to how do past students feel the program influenced their
professional goals? Participants help answer to this question by revealing what student’s feel is a
benefit of being in the program to determine student’s perceived feelings over time. Looking at
the responses and determining the feelings and beliefs about motivation and the vocational
training and linking the beliefs to the four motivational constructs reveals motivational
influences upon occupational attainment and the program’s influence toward their professional
goals.
The second category finding emerged to reveal that vocational eduction participants’ values
and expectancies for success are influenced toward their motivation. Themes expressed as to the
program’s influence on professional goals and expectations of reaching the highest standards.
The program gave them skills to succeed, knowledge to succeed, and to provide for unforeseen
circumstances. The program provided expectancy value of knowing how to become a
professional, how to go about managing clients, and hot to expedite transactions. The program
focused on important aspects, gave critical directions, and made it possible to advance in a
profession.

VOCATIONAL EDUCATION GRADUATES 74
CHAPTER FIVE: DISCUSSION
This chapter includes discussion of the main findings, implications for research and
practice, limitations of this study along with recommendations for future research and practice
and conclusions. This study used a mixed methods approach. This research looked at survey data
and presents analysis that will help in understanding what predicts persistence in the student’s
trained profession.
This study found that persistence was not related to any of the four motivational
constructs of self-efficacy, intrinsic motivation, expectancy value or interest. There is no
evidence to support a link or a connection between the motivational constructs and persistence.
Research tells us as students prepare for transition to a career or occupation, their persistence
may be determined by interest, level of engagement or academic achievement (Gregory &
McCormick, 2008). This study found there was no relationship between past participants’
demographics and persistence in a profession and the program’s influence on their motivation to
persist in their profession.
Participant responses acknowledged a sense of increase self-efficacy and intrinsic
motivation that was the influential part of their success and of their longevity in their career. This
was a highly committed group of professionals and the motivational constructs support the
relationships that might be related to their commitment.
There was an expectation that interest played a big role in these graduates persistence.
However, the results of this study do not back this thought. Interest, though important, does not
contribute greatly toward persistence and longevity in their careers.
The most widely expressed influence of their career was the knowledge and skills they
acquired along their path. As for most participants with longevity in their profession the self-
VOCATIONAL EDUCATION GRADUATES 75
efficacy of the “I can do” attitude to accomplish those things needed (knowledge and skills) was
the main feelings that influenced them. In order to succeed, it is clear that the confidence and
internal drive to achieve resulted in their ability to stay in their profession.
In discussion about the findings, significance is how these motivational constructs (e.g.,
self-efficacy, intrinsic motivation, expectancy value and interest) foster career commitments and
persistence. There are strong correlations between intrinsic motivation, interest, expectancy
value and self-efficacy. As intrinsic motivation moves higher so does interest. Intrinsic
motivation is also strongly correlated with expectancy value. As intrinsic motivation increases so
does expectancy value. And, self-efficacy is strongly correlated with expectancy value. As self-
efficacy moves higher so does expectancy value. The results lead to conclude that there is a
strong relationship between our motivational constructs. However, we cannot make any other
conclusions about these relationships.
We know from analysis of responses about the participants’ career success and longevity,
that these motivations all were present when considering their influence upon them. There were
results of deep feelings of self-efficacy and personal interest. There were feelings of inspiration
which were manifest from an intrinsic motivation which came from within the individual
participant. The participants’ realization of self-efficacy was evidenced by feelings of confidence
resulting in an intrinsic motivation and a sense of one’s self. These feelings are a result of
personal interest motivation leading the participant to conclude influence, success and
persistence within and about their profession.
The vocational education program being an influential part of the participants’
educational experience was not the direct influence this researcher thought. The results were that
the program had an influence on their motivation to persist as indicated by length of time and
VOCATIONAL EDUCATION GRADUATES 76
success in the profession, but only as a stepping stone in their professional career. Other
educational opportunities, working experience, and life experiences all may have been
contributors to their persistence and motivation. The study cannot say for certain that this
persistence resulting in longevity in their profession was a direct influence of the vocational
education program.
The influence to help succeed and longevity in the profession came from their internal
sense of one’s self and the internal motivations to do their best by active choice, mental effort,
and persistence to overcome barriers. An expected result and conclusion about the influence of
vocational education would be that what the students got out of the program, the knowledge,
skills and expectations for success would all be present in belief of how the program influenced
them in their career. The vocational education program was not as salient as other aspects of
their professional development and their aptitude and skills of these participants in their
profession.
For most, the vocational education was only a beginning or a stepping stone toward
where their career and future education took them. Many had longevity in their career as a result
of their beginnings in vocational education but the influence was not directly attributed to the
vocational program. Rather the influence was attributed to their own sense of doing their best
and having this skills and aptitude to pursue.
For many, intrinsic motivation which was first cultivated while in the vocational
education program, had been a powerful motivation toward their achievement and success. This
intrinsic motivation helped serve them well to achieve a longstanding status and professionalism
in their day to day experiences that they persisted through.
VOCATIONAL EDUCATION GRADUATES 77
Over half of the participants had changed careers since their original career from
vocational education. There was a sense that vocational education gave them the desire to stay in
their profession to the point that they felt good to move on and pursue new careers and new
educational opportunities.
In an attempt to understand what part of the participants’ past was the influence in the
success and longevity, the researcher looked at the very nature of each type of question asked on
the survey. Certain questions did ask directly for the response about a direct influence from
vocational education, but for the majority of the questions a more generalized question and
response about internal motivation was asked. Even though the survey was to be a request for
influence from vocational education, the data clearly indicated that most answered each question
in a general way looking over their overall life experiences and providing the feedback and
describing the influences as a collective influence rather than direct influence from the
vocational educational program.
As this researcher would have liked our connections and influence for success to have
come from the vocational education program, it is more likely that their success comes from a
strong sense of self and the skills acquired that helped over their life experiences that drive these
graduates. The study cannot say for certain that these motivations and persistence resulted from
vocational education. Since this was a highly successful group to begin with the study did reveal
that at least one individual did not get a positive influence from the vocational education
program. Three participants had only rated the vocational education program as somewhat or at
least just somewhat above a positive influence. Three participants had also rated that the
vocational education program had not positively influenced their interest in their profession.
VOCATIONAL EDUCATION GRADUATES 78
There were at least 3 of the 30 participants who expressed a negative or not positive influence
from vocational education.
Research shows that people’s values and their expectancies for success influence their
motivation (Eccles, 2005; Wigfield & Eccles, 2002). The level of beliefs and feelings that lead to
thoughts about the Expectancy Value Theory (the self-perceived expectation and value) for their
future over time, shall contribute to a level of motivation.
Participants’ level of self-efficacy and its influence can help in understanding their
motivation. Perceived self-efficacy is people's beliefs in their ability to influence events that
affect their lives (Bandura, 1997, 2006). Themes expressed as to the program’s influence on
one’s perceived capabilities for learning or performing actions at designated levels. An
expression that the program influenced them positively and lead to feeling extremely happy
about who they were. The trainings allowed them to seek a higher knowledge capacity and skills.
Several themes of the vocational training program allowing them to develop the skills for
everyday work, skills in relating to people, useful skills, and gave them confidence. Also,
feelings that the program helped guide them in the skills to become a professional.
Participants’ level of intrinsic motivation and its influence can help in understanding their
self-determination. Intrinsic motivation is to engage in an activity for its own sake. It is how
people view activates and how the view varies over time and with changes with circumstances.
Themes expressed as to the program’s influence is a belief that they have built upon experiences
to succeed to greater levels, inspired to live up the high standards and to be their best. After all
the years in a profession, they still maintain the standards that were taught to them at the
program. Participants stated the program gave increasing confidence, knowledge, good benefits
VOCATIONAL EDUCATION GRADUATES 79
to continue by working toward career change, returning to school or to be a stay at home parent.
The last one stated this makes me happy.
Participants’ experience with intrinsic motivation and the realization of an interest is
expressed as a resulting self-intentionality (Krapp, 1999). The vocational education program
provided personal interest and personal meaningfulness which were an influence toward their
motivation. Themes expressed as to the program’s influence as an individual disposition or
characteristic which influences a particular topic or activity. The program allowed one to seek an
in-depth interest in their field. It taught how to endure, how to increase their breadth of
knowledge, and how to enjoy their profession for a considerable length of time. It set a precedent
for a lifelong career teaching the skills they needed, while working toward a profession that they
considered enjoyable and interesting. These qualitative findings conclude that vocational
eduction participants’ values and expectancies for success are influenced toward their
motivation.
Vocational education did have a powerful influence in their career choice and their
ultimate intrinsic motivation to pursue their career. Vocational eduction may have been the
catalyst to start the road of education and ability to move forward in their lives. Vocational
eduction was not conclusively linked to the resulting success in life that these graduates had.
They expressed great appreciation for the program, however, it was the sense of self and
determination acquired after the program that was substantial and evident.
The participants believe that their interest in their current profession influenced their
decision to enroll in the vocational education program. As people are motivated by personal
interest in a particular career or career path this same interest influenced them in enrolling in
vocational education.
VOCATIONAL EDUCATION GRADUATES 80
The qualitative findings conclude that participants were influenced by the skills they
acquired, by their learning experience from the program and the skills they developed.
Participants believe the program influenced them as they acquired and developed skills which
led them to become better people. The program influenced them to do their best and become
professionals in specialized fields and to have courage to and conviction to move their career
into whatever direction needed to succeed. As the participants planned on seeking advancement
in their profession, they believe, that the training they received at the program positively
influenced the number of years in their current profession. This contributes to a general
understanding that the graduate’s belief that there were motivational influences that led them to
achieve the number of years in their current profession.
Implications
This study examined how vocational education might have affected students’ motivation
over time. There may be a relationship between motivational constructs and persistence and
active choice in a profession. The choice of vocational education is a result of choosing an
occupation of interest to the individual. Then the participants selected programs for the learning
and the influence for their professional goals. Also, enrollment was linked to working in a filled
that they considered enjoyable and interesting. This sense of the program being the best choice
for the participants led them to active choice, mental effort and persistence. The endurance to
achieve the highest standards leads to a belief that the program influenced them by becoming
persistent and expecting value from vocational education training.
Findings may perhaps change the way we conceptualize vocational education. Since this
study found that persistence is not related to any of the four motivational constructs of self-
efficacy, intrinsic motivation, expectancy value or interest. The study cannot say for certain that
VOCATIONAL EDUCATION GRADUATES 81
this persistence resulting in longevity in their profession was a direct influence of the vocational
education program. The vocational education piece wasn’t as salient as other aspects of their
professional development and their aptitude and skills of those people in their profession. Rather
the influence was attributed to their own sense of doing their best and having this skills and
aptitude to pursue. As a whole, vocational education can be seen as an integral beginning for
people who become successful to set the framework of motivation and persistence. Our
vocational education programs should be the catalysts of setting student’s knowledge and skills
toward longevity in their professions. The programs should influence to help graduates succeed
in persistence and motivation of self-efficacy and intrinsic motivation which will lead to their
internal sense of one’s self and the internal motivations to do their best by active choice, mental
effort, and persistence to overcome barriers.
Our vocational graduations will be highly committed groups of professionals and the
motivational constructs will support their working relationships, their success and longevity in
career. To this end, the vocational graduate might become committed to know who they are and
with internal sense of “I can do” along with internal drives to persist. The significance for this
study is for programs to have the “how to foster” these motivational constructs of self-efficacy,
intrinsic motivation, expectancy value and interest while having the “how to foster” career
commitments with all of their students. The education is to promote longevity in the
commitment, then to focus on issues of self-efficacy, intrinsic motivation, expectancy value, and
interest.
Further research is needed on vocational education programs toward improving the
likelihood of employment in skilled occupations (Arum & Shavit, 1995). As graduates of
education programs pursue occupations and career, motivation may play a key role in choice of
VOCATIONAL EDUCATION GRADUATES 82
task, mental effort, persistence, and achievement. By the very development of skills in their
profession, these graduates succeeded and endured through barriers and obstacles. As the
vocational education influenced them with knowledge and skills they saw how useful the
program had become to them in their future career. It set a precedent for a lifelong learning and
pursuit of excellence in their profession that would not have been possible without the influence
of the vocational program on their lives.
Assumptions
For purpose of this study, it is assumed that all participants responded honestly to the
survey questions. In some cases, the researcher’s assumptions may have limitations as there is an
assumption that all will respond honestly and the study is limited by the truthfulness of the
participants.
During the analysis, some assumptions by the researcher in clarifying the responses were
made. It became evident that there was a need to make inferences on what is being said by the
participant. Since language is not exact, some connections on subject spoken about were made.
Some examples are when speaking about the training there were inferences to the knowledge
they received and the skills they acquired. As the participant spoke of learning and developing to
be ones best the assumption was made that what they had acquired from the program was useful
in their profession and helped them succeed to greater heights within their profession.
Limitations (Internal Validity)
There may be limitations, since the main purpose of the survey and interview questions is
to find out what is the student’s motivation after the program and how did the program affect
their interest and self-efficacy in their profession. A major limitation is due to the research being
based on survey responses in that they are correlational rather than causational.
VOCATIONAL EDUCATION GRADUATES 83
Another important limitation is the small number of graduates who responded to the
survey and the number used in this study of 30. This represents too small of a number to ensure
sufficient statistical power. However, these 30 respondents provided very rich and forthcoming
open-ended answers. This provided for a more than adequate amount of varied data to use in the
mixed methods approach to answering the research questions.
The participants were currently in a wide array of occupations and professional practices.
All are currently in their occupation with the exception of one unemployed participant. The
sample population was very specifically certain well established mostly successful professionals
who happened to have finished a vocational education at some point in their past and were
willing to take the survey. This skewed the results toward some very positive answers and
responses to the questions about influence and motivation. The answers given may have more
been a result of the current state of being and success within their lives as opposed to answers
which reflect the exact influence from the vocational program itself.
This was a highly committed group of professionals and the motivational constructs
support the relationships that might be related to their commitment. Self-selection of sample by
the researcher produced not a random and varied group of people who were completed
vocational education, but rather, those who participated were those who were confident and
happy in their professions. They were answering the survey because they knew their sense of self
and their well developed skill sets to achieve and therefore attributed their beginning journey to
the vocational education program rather than directly stating that their success was the result of
the vocational education.

VOCATIONAL EDUCATION GRADUATES 84
Delimitations (Generalizability)
This study may have limitations based on the reliability and validity of the survey
questions. Due to the development of survey and interview questions which was used to help
acquire an understanding of the motivations of past students, the variables that can be controlled
by the researcher were delimitated. For example, the study was confined to data collected only
on vocational students who attain an occupation after graduation and focused on the key
variables of persistence. Only data from student’s who have persisted in their profession was
considered valuable to answering the research questions.
Another delimitation is that of the graduates that responded all were from programs and
vocations which varied and therefore were in this study were compared to each other. This leads
to generalizability. However, only 12 out of 29 graduates of vocational programs persisted to
stay in the profession for which they were trained.
Recommendations for Future Research
This study examined how vocational education may affect students’ motivation over
time. The problem is the lack of research on the influence of vocational programs on
participants’ career choice and persistence. As graduates of education programs pursue
occupations and career, motivation may play a key role in choice of task, mental effort,
persistence, and achievement. The purpose will be to determine if there is a relationship between
past participants’ demographics and persistence in a profession and if the program influenced
their motivation to persist in their profession. Findings from this study may help policy makers,
administrators, and teachers of vocational education provide more effective evaluation and
instruction toward occupational attainment.
VOCATIONAL EDUCATION GRADUATES 85
In general, future research with vocational education might take a few recommendations
into consideration. First, given the considerable benefit to the graduates future success and sense
of one’s self attributed to motivational constructs of self-efficacy and intrinsic motivation, the
expansion of these constructs should be considered in future research. In addition, it is may be
particularly salient for studies to examine those constructs that promote success in the graduates
working relationships, their professional development and their aptitude and skills of these
participants in their profession. By the results and discussion provided on the four motivation
constructs each significant finding stands out as potentially having a direct influence on student
outcomes in their chosen occupations. Future research in these areas of self-efficacy and intrinsic
motivation as well as constructs that promote success in career and their profession will benefit
education programs to better prepare students for their future professions.
Second, future development of our vocational education programs should focus on other
aspects of student’s professional development and their aptitude and skills of students. The
recommendation is a redirected focus on persistence to overcome barriers within our vocational
education programs. Findings from this study may change the way we conceptualize vocational
education. The study cannot say for certain that this persistence resulting in longevity in their
profession was a direct influence of the vocational education program. As a whole, vocational
education may do a better job as an integral beginning for people to become successful to set the
framework of motivation and persistence. Vocational education programs can be the catalysts of
setting student’s knowledge and skills toward longevity in their professions.
Third, future research should expand on our knowledge of how career choice affects
persistence and motivation to succeed in students lives. Vocational education seemed to have an
influence on students’ career choice and their ultimate intrinsic motivation to pursue their career.
VOCATIONAL EDUCATION GRADUATES 86
Future research should follow the path from when a career is first chosen toward a certain
vocation or profession and the ultimate intrinsic motivation that follows and is manifest through
the graduates of these programs to succeed and have longevity in their professional careers.
Vocational education may have been the catalyst to start the road of education and ability to
move forward in their lives. Vocational education was not conclusively linked to the resulting
success in life that these graduates had. This study showed how graduates of vocational
education did appreciate the program and show a sense of self and determination acquired as
benefits of the program.
Conclusion
In summary, the conclusion is that as a vocational education graduate seeks advancement
in their profession they are influenced by their self-efficacy and intrinsic motivation in their
current profession. The study also concluded that the program can positively influence their
interest, the number of years they have worked, and the importance to do their best in their
profession. Participants believe what they learned in the program was useful and the program
was influential in their belief in their ability to succeed. These results show that there is no
significance for the belief that the program influenced the vocational education graduate and
predicts job persistence while controlling for sex, age and ethnicity. This study found no
relationship between past participants’ demographics and persistence in a profession and the
program’s influence on their motivation to persist in their profession. The participants had the
sense of one’s self and the knowledge and skills to achieve which were the hallmark factors for
their success and longevity in their profession. Motivated interest in a topic, career or domain
can result in motivating behaviors such as choice, effort, persistence, and achievement. Improved
attention followed with interest and self-efficacy can lead to improved educational outcomes.
VOCATIONAL EDUCATION GRADUATES 87
Occupational outcomes can only be improved with a student population motivated by one or
more of expectancy value, intrinsic/extrinsic motivation, personal interest, and/or self-efficacy.

VOCATIONAL EDUCATION GRADUATES 88
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Appendix A
Survey Questions
Research question #1
1. What is your sex?
2. What is your current age?
3. Ethnicity?
1 – Asian; 2 – Black; 3 – Hispanic; 4 – Caucasian; 5 – Other; 6 – Decline to provide
4. What is your current annual income level?
1 – 0 - $10,000; 2 – $10,001 - $20,000; 3 – $20,001 - $30,000; 4 – $30,001 - $40,000; 5 –
$40,001 - $50,000; 6 – $50,001 - $60,000; 7 – $60,001 - $70,000; 8 – Over $70,000
5. What year did you start the vocational education program?
6. What year did you end the vocational education program?
7. Did you complete the vocational education program and graduate?
8. What particular course of study did you pursue at the vocational education program?
9. What were the reasons you choose to enroll in the vocational education program?
10. What name did you use when you started at the vocational education program?
11. Have you completed any other academic programs and what degrees did you receive?
12. What is your current profession?
13. How many years have you worked in your current profession?
14. Is your chosen profession the one for which you were trained in at the vocational
education program?
15. Are you currently planning on remaining in your chosen profession?
16. Do you plan on seeking advancement in your profession in the future?
VOCATIONAL EDUCATION GRADUATES 99
17. Do you know your test scores while in the vocational education program?
18. How was your attendance to classes and activities at the vocational education program?
19. Do you give permission for the researcher to have access to your student record from the
vocational education program?
20. Would you provide your contact information including email address? (This could help
us provide feedback on any questions you may have about this study.)

For the following, please indicate your agreement or disagreement with each statement.

21. I am interested in future advancement within my current profession.
1 – Disagree; 2 – Somewhat disagree; 3 – Somewhat agree; 4 – Agree
22. I find my current profession interesting. (Interest)
1 – Disagree; 2 – Somewhat disagree; 3 – Somewhat agree; 4 – Agree
23. My interest in my current profession influenced my decision to enroll in the vocational
education program. (Interest)
1 – Disagree; 2 – Somewhat disagree; 3 – Somewhat agree; 4 – Agree
24. The vocational education program positively influenced my interest in the profession that
I chose. (Interest)
1 – Disagree; 2 – Somewhat disagree; 3 – Somewhat agree; 4 – Agree
25. The training I received at the vocational education program positively influenced the
number of years in my current profession. (I/E Motivation)
1 – Disagree; 2 – Somewhat disagree; 3 – Somewhat agree; 4 – Agree
VOCATIONAL EDUCATION GRADUATES 100
26. The vocational education program influenced me of the importance to do my best in my
current profession. (I/E Motivation)
1 – Disagree; 2 – Somewhat disagree; 3 – Somewhat agree; 4 – Agree
27. I believe I have the competencies (skills and knowledge) to succeed in my profession.
(Self-efficacy)
1 – Disagree; 2 – Somewhat disagree; 3 – Somewhat agree; 4 – Agree
28. I believe I am capable of managing unforeseen situations in my profession. (Self-efficacy)
1 – Disagree; 2 – Somewhat disagree; 3 – Somewhat agree; 4 – Agree
29. What I learned at the vocational education program is useful in my current profession.
(EVT)
1 – Disagree; 2 – Somewhat disagree; 3 – Somewhat agree; 4 – Agree
30. The vocational education program was influential in my belief in my ability to succeed in
my profession. (EVT)
1 – Disagree; 2 – Somewhat disagree; 3 – Somewhat agree; 4 – Agree
31. I liked what I learned about my profession at the vocational education program. (EVT)
1 – Disagree; 2 – Somewhat disagree; 3 – Somewhat agree; 4 – Agree

Research question #2
32.
Please feel free to tell us in your own words: how do you feel the vocational
education program influenced your professional goals?

VOCATIONAL EDUCATION GRADUATES 101
Appendix B

VOCATIONAL EDUCATION GRADUATES 102

Abstract (if available)

Abstract The aim and scope of this study can be stated in the form of a question as to whether students are influenced and motivated by vocational education programs? This study examines how vocational education may affect students’ motivation over time. There is a need for research to answer the question: what is the influence of vocational programs on participant’s career choice and persistence? Does belief about the program’s influence predict job persistence after controlling for demographic data? How do past students feel the program influenced their professional goals? Participants of this study are graduates of various vocational education programs. This study used a mixed methods approach. Quantitative and qualitative methodology was employed. To acquire data that helps answer the research questions, some demographic information was collected by means of the survey along with both quantitative and qualitative questions. This study found that persistence was not related to any of the four motivational constructs of self-efficacy, intrinsic motivation, expectancy value or interest. As this researcher would have liked our connections and influence for success to have come from the vocational education program, it is more likely that their success comes from a strong sense of self and the skills acquired that helped over their life experiences that drive these graduates. The study cannot say for certain that these motivations and persistence resulted from vocational education.

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Asset Metadata

Creator Greene, Michael Todd (author)

Core Title Vocational education graduates: a mixed methods analysis on beliefs and influences of career choice and persistence

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 10/11/2013

Defense Date 09/05/2013

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag expectancy value,interest,intrinsic and extrinsic motivation,Motivation,OAI-PMH Harvest,persistence,self-efficacy,vocational education

Format application/pdf (imt)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Hirabayashi, Kimberly (committee chair), Hentschke, Guilbert (committee member), Seli, Helena (committee member)

Creator Email michael_t_greene@hotmail.com,mtgreene@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c3-337410

Unique identifier UC11295046

Identifier etd-GreeneMich-2094.pdf (filename),usctheses-c3-337410 (legacy record id)

Legacy Identifier etd-GreeneMich-2094.pdf

Dmrecord 337410

Document Type Dissertation

Format application/pdf (imt)

Rights Greene, Michael Todd

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA