Extracurricular Activities: Are They Beneficial?

Carns, Ann W.; Carns, Michael R.; Wooten, H. Ray; Jones, Lesley; Raffield, Paul; Heitkamp, Julie

doi:10.1080/15564223.1995.12034458

Cited by 9 publications

(9 citation statements)

References 15 publications

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“…Several short versions of the CDMSE have been developed and modified to fit certain groups, such as middle school students and high school students (e.g., Anderson & Brown, 1997;Betz, Klein, & Taylor, 1996;Carns et al, 1995). The most common short version, the CDMSE-Short Form, consists of the same five subscales, totaling 25 items, and is scored according to the same 10-point Likert-type scale that was implemented in the original version .…”

Section: Theory and Purpose Of The Cdmsementioning

confidence: 99%

Reliability Generalization: An Examination of the Career Decision-Making Self-Efficacy Scale

Nilsson

Schmidt

Meek

2002

Educational and Psychological Measurement

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The purpose of the present study was to explore the variability in reliability scores on a commonly used career scale, the Career Decision-Making Self-Efficacy Scale (CDMSE). Reliability generalization was employed to identify typical score reliability, variability of score reliability, and variables explaining this variability. Forty-nine pieces of work were examined, and the results revealed that 41% of them reported score reliability of their own data. Of the five subscales, Problem Solving showed the lowest score reliability. In addition, higher score reliability was associated with age, sample racial/ethnic demographics, and standard deviation of total mean score.

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Section: Theory and Purpose Of The Cdmsementioning

confidence: 99%

Reliability Generalization: An Examination of the Career Decision-Making Self-Efficacy Scale

Nilsson

Schmidt

Meek

2002

Educational and Psychological Measurement

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“…Low scores indicate low self-efficacy for career decision making. Researchers have developed several short versions of the CDSES and modified some to fit certain groups, such as middle school students or high school students (e.g., Anderson & Brown, 1997; Betz, Klein, & Taylor, 1996; Carns et al, 1995). The Career Decision Self-Efficacy Scale–Short Form (CDSES-SF) is the most frequently used version, consisting of 25 items that represent the original five subscales and employing the original 10-point Likert-type scale (Betz et al, 1996).…”

mentioning

confidence: 99%

Understanding Career Decision Self-Efficacy

Choi

Park

Yang

et al. 2011

Journal of Career Development

228

183

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This study used meta-analysis to investigate the relationships between career decision self-efficacy (CDSE) and its relevant variables. The authors aimed to integrate the mixed results reported by previous empirical studies and obtain a clearer understanding of CDSE's role within the framework of social cognitive career theory (SCCT). For purposes of this study, the authors searched and selected nine relevant variables (gender, age, race, self-esteem, vocational identity, career barriers, peer support, vocational outcome expectation, and career indecision). While some variables (i.e., gender, race, and career barriers) did not have a significant effect on CDSE, in accordance with the SCCT model, CDSE correlated significantly to self-esteem, vocational identity, peer support, vocational outcome expectation, and career indecision variables. The authors discuss these results in the context of the SCCT.

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“…It can be argued that the time spent on ECAs results in a decrease in the time available for school work, thus leading to a decrease in school grades. The previous literature, however, has found that ECAs can support students in developing self-esteem, can build social ties among students, teachers, and parents, and can result in low rates of involvement in risky behaviors (Broh, 2002;Carns et al, 1995;Dole, 2000). According to Pajares (1997), participating in ECAs not only has a positive effect on students' academic performance but also provides them with opportunities to practice and improve the skills that are necessary for their future jobs, such as presentation, communication, and teamwork skills.…”

Section: Introductionmentioning

confidence: 99%

Inside the intention to join extracurricular activities: Integrating the theory of planned behavior and signaling theory

2021

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Although researchers have previously discussed the consequences of extracurricular activity (ECA) participation, the question of which factors affect the intention to participate in ECAs has been less addressed. By incorporating the theory of planned behavior (TPB) and signaling theory, this study investigates the role of the components of the TPB and signal quality in the intention to join ECAs. In addition, the contingent effects of students' demographic profiles, such as their gender, their year in school, and whether they have a part-time job, are examined. A sample of 386 students at various universities in Ho Chi Minh, Vietnam, was used to test a model that incorporates the relationships between TPB components and signal quality by means of the partial least squares (PLS) technique. The results of this study indicate that the three components of the TPB have positive impacts on the intention to join ECAs. In addition, signal quality affects both attitude and intention. Finally, students' demographic profiles, such as their gender, their year in school, and whether they have a part-time job, have moderating roles in the relationship from attitude and subjective norms to intention. This study adopted a cross-sectional design and was conducted in Vietnam only. Future research should consider longitudinal studies and make comparisons between countries with diverse cultures. As another limitation, this study investigated only university students. Future research, therefore, is needed to consider other subjects and different sectors, such as high school pupils. The results of this study suggest that ECA

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Extracurricular Activities: Are They Beneficial?

Cited by 9 publications

References 15 publications

Reliability Generalization: An Examination of the Career Decision-Making Self-Efficacy Scale

Reliability Generalization: An Examination of the Career Decision-Making Self-Efficacy Scale

Understanding Career Decision Self-Efficacy

Inside the intention to join extracurricular activities: Integrating the theory of planned behavior and signaling theory

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