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Growth in Career Academy Students' Experience, Knowledge, and Self-Confidence Related to Health Care Careers
A survey measure was developed to assess high school students' experience, knowledge, and self-confidence related to health care careers. In the fall and spring of one school year, the measure was administered to a diverse sample of 2,309 students participating in career academies focused
on the health care industry. Confirmatory factor analyses (CFA) supported the reliability and validity of the measure. Using latent difference score modeling, the findings showed that the students exhibited moderate gains in experience (ES = 0.38) and knowledge (ES = 0.37) across the school
year, suggesting that the career academies positively impacted their health care career readiness. The students exhibited very little growth in their self-confidence related to health care careers during the same period (ES = 0.05).
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Keywords: CAREER ACADEMIES; CAREER READINESS; HEALTH CARE; LATENT DIFFERENCE SCORE MODELING
Document Type: Research Article
Publication date: 01 April 2016
- (CTER) publishes refereed articles that examine research and research-related topics in vocational/career and technical education, career development, human resource development, career issues in the schools (Grades K-12), postsecondary education, adult and lifelong learning, and workforce education. The CTER Editorial Board is committed to publishing scholarly work that represents a variety of conceptual and methodological bases. Submission of manuscripts representing one of the following styles is encouraged: (a) empirically-based manuscripts that report results of original research, either quantitative or qualitative, (b) reviews or synthesis of empirical or theoretical literature, (c) essays derived from original historical or philosophical research, (d) reviews of recently published books, and (e) rejoinders to articles recently published in CTER. CTER will consider for publication papers initially presented at conferences, including those disseminated through conference proceedings.
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