Modelling secondary school students' attitudes toward TVET subjects using social cognitive and planned behavior theories

Ayanwale, Musa Adekunle; Molefi, Rethabile Rosemary; Matsie, Nthama

doi:10.1016/j.ssaho.2023.100478

Cited by 13 publications

(5 citation statements)

References 20 publications

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“…However, the percentages, as regards the people in the close surroundings that influence the adolescents' decision to study, are in line with the literature data. According to the first one, it is the parents who have the greatest influence on their decision, followed by the friends and teachers [4,[94][95][96]105].…”

Section: Results-discussionmentioning

confidence: 99%

“…Literature data confirm that children of high socio-economic status have resources and opportunities that at least secure their right to study. As a result, they are more comfortable with their decision to carry on with higher education studies [4,[49][50][51][52][53][54][55][56][57]63,[67][68][69][70][71]106].…”

Section: Results-discussionmentioning

confidence: 99%

“…The primary factors (gender, age, family background, learning experiences, career decision-making self-efficacy, outcome expectations, environmental students' influence factors, and social support) based on SCCT that will be studied within our study's model are presented below. Earlier studies seem to have been centered on students' perceptions of technical vocational education and training studies [4], as well as core subjects such as English language [28,29], mathematics and science disciplines [30,31], and online learning [32][33][34], while there is a lack of empirical studies investigating students' attitudes to pursue higher education studies.…”

Section: Predictive Factors In Scct Related To Students' Inclination ...mentioning

confidence: 99%

“…These children also have a strong social network that supports them (such as acquaintances with people of power), and they believe that the right to be given opportunities is at least guaranteed [63]. More specifically, according to various studies [4,64,65], students from economically deprived families are often considered a secondary choice following university.…”

Section: Family Backgroundmentioning

confidence: 99%

“…It presents a significant conceptual and theoretical framework, delving into factors that affect the cognitive process of educational and career decision-making [1][2][3]. Unlike behaviorism and psychoanalysis, which often overlook the role of cognition in motivation and the impact of situations, SCCT thoroughly addresses these aspects [4]. Lent,Brown, are credited with developing and formulating this theory.…”

Section: Introductionmentioning

confidence: 99%

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Investigating the Factors Contributing to the Formation of Secondary School Students’ Interest towards Higher Education Studies

Mitsopoulou,

Pavlatou

2024

Education Sciences

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The present study’s objective constitutes the examination of the prognostic factors that influence the inclination of students in secondary school towards pursuing higher education. To achieve this goal, an existing questionnaire was utilized and appropriately altered to align with the Greek educational system. The survey involved the participation of 301 secondary school students from Piraeus, which comprises one of Greece’s major cities. The outcomes of the research yield substantial endorsement for the principles outlined in the social cognitive career theory. Specifically, the study highlights the significant role of family background, encompassing the educational levels of the parents, the students’ perceptions of the family’s financial situation, and the financial support provided by the family during the students’ academic journey, in shaping the students’ intent towards pursuing higher education. Moreover, the presence of a secure attachment bond between students and their parents suggests a favorable inclination towards higher education. Conversely, students deriving from low-income families are prone to exhibit hesitancy in pursuing higher education. The acquired data reveal a constructive relationship among outcome expectations, social support, as well as the process of students’ interest in developing a desire for higher education. Conversely, factors such as gender and age, as well as the presence of siblings studying in higher education, appear to have little influence in this regard.

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Section: Results-discussionmentioning

confidence: 99%

Section: Results-discussionmentioning

confidence: 99%

Section: Predictive Factors In Scct Related To Students' Inclination ...mentioning

confidence: 99%

Section: Family Backgroundmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Investigating the Factors Contributing to the Formation of Secondary School Students’ Interest towards Higher Education Studies

Mitsopoulou,

Pavlatou

2024

Education Sciences

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Investigating the moderating effects of social good and confidence on teachers' intention to prepare school students for artificial intelligence education

Sanusi,

Ayanwale,

Chiu

2023

Educ Inf Technol

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Artificial Intelligence (AI) has triggered profound reforms across industries, including education. These developments necessitate the inclusion of AI as a subject in K-12 classrooms. However, the need for students to learn AI demands that educators pay increasing attention, believe in its relevance and intend to promote it among their students and colleagues. This paper aimed to explore teachers' perceptions of and behavioral intention to teach AI. We specifically considered the association of AI anxiety, perceived usefulness, attitude towards AI, AI relevance, AI readiness, and behavioral intention factors. This research further aims to examine the moderator effect of AI for social good and confidence on the relationship in our hypothesized research model. To address this purpose, a quantitative methodology with the use of structural equation modeling was utilized. Data were retrieved through an online questionnaire from 320 lower and upper secondary school in-service teachers, mostly in STEM-related fields. Our findings reveal that teacher perceptions of AI for social good and confidence will affect most relationships in the model. Teacher professional programs should include the benefits and risks of AI and good practice sharing.

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Exploring Factors That Support Pre-service Teachers’ Engagement in Learning Artificial Intelligence

Ayanwale,

Frimpong,

Opesemowo

et al. 2024

Journal for STEM Educ Res

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Artificial intelligence (AI) is becoming increasingly relevant, and students need to understand the concept. To design an effective AI program for schools, we need to find ways to expose students to AI knowledge, provide AI learning opportunities, and create engaging AI experiences. However, there is a lack of trained teachers who can facilitate students’ AI learning, so we need to focus on developing the capacity of pre-service teachers to teach AI. Since engagement is known to enhance learning, it is necessary to explore how pre-service teachers engage in learning AI. This study aimed to investigate pre-service teachers’ engagement with learning AI after a 4-week AI program at a university. Thirty-five participants took part in the study and reported their perception of engagement with learning AI on a 7-factor scale. The factors assessed in the survey included engagement (cognitive—critical thinking and creativity, behavioral, and social), attitude towards AI, anxiety towards AI, AI readiness, self-transcendent goals, and confidence in learning AI. We used a structural equation modeling approach to test the relationships in our hypothesized model using SmartPLS 4.0. The results of our study supported all our hypotheses, with attitude, anxiety, readiness, self-transcendent goals, and confidence being found to influence engagement. We discuss our findings and consider their implications for practice and policy.

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Modelling secondary school students' attitudes toward TVET subjects using social cognitive and planned behavior theories

Cited by 13 publications

References 20 publications

Investigating the Factors Contributing to the Formation of Secondary School Students’ Interest towards Higher Education Studies

Investigating the Factors Contributing to the Formation of Secondary School Students’ Interest towards Higher Education Studies

Investigating the moderating effects of social good and confidence on teachers' intention to prepare school students for artificial intelligence education

Exploring Factors That Support Pre-service Teachers’ Engagement in Learning Artificial Intelligence

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