Factors influencing high school students to persist in aspirations of teaching careers
Mau, Wei-Cheng J.
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Mau, W.-C. J., & Mau, Y.-H. (2006). Factors influencing high school students to persist in aspirations of teaching careers. Journal of Career Development, 32(3), 234-249. doi:10.1177/0894845305282602
This study longitudinally tracks 10th grade students for 4 years regarding their persistence in aspirations of teaching careers using a nationally representative sample (National Educational Longitudinal Survey of 1988). Factors contributing to persistence in aspirations of teaching careers are examined based on the social-cognitive career theory (SCCT). Results suggest that there are racial differences in persistence in aspirations to teaching careers. Students who persist perform better on academic achievement, score higher on locus of control, and come from a family that had a higher socioeconomic status and a higher parental education level than students who do not persist. Results also suggest a good fit of the social-cognitive model in prediction of persistence in teaching aspirations.
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