Perception of Teacher Support by Students in Vocational Education and Its Associations with Career Adaptability and Other Variables

Lazarová, Bohumíra; Hlaďo, Petr; Hloušková, Lenka

doi:10.11621/pir.2019.0403

Cited by 9 publications

(6 citation statements)

References 6 publications

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“…The scale includes four subscales: interested, positive regard, expectation, and accessible. Many studies have used and reported that the scale is reliable (Perry et al, 2010;Lazarová et al, 2019). The statistical data of this study shows that Cronbach's Alpha of the scale is 0.98.…”

Section: Teacher Support Scalementioning

confidence: 54%

The Relationship between Academic Stress and Dropout Intention of University Students: The Mediating Role of Teacher and Family Support

Pham Van

2024

RREM

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This study aims to evaluate the impact of teacher and family support on academic stress and students' dropout intention and the mediating role of teacher and family support in the relationship between academic stress and students' intention to leave school. The study used a descriptive cross-sectional survey method. Data were collected through a questionnaire, and a random sampling technique was used to obtain 921 respondents. SPSS 26.0 statistical software was used to analyze survey data; descriptive statistics, inferential statistics, and mediate variable analysis using the bootstrapping method were calculated to prove the hypotheses. Research results show that teacher support has a significant direct effect on academic stress (β = -.155, p<0.01), family support has a significant direct effect on dropout intention (β = -.092, p< 0.01), academic stress has a significant direct effect on dropout intention with a sizable effect size (β = .388, p<0.01), there is no direct impact from family support on academic stress (β = .037, p> 0.05), and teacher support has not a significant direct effect on dropout intention (β =- .021, p>0.05). Teacher support and family support do not have a mediating role in influencing the relationship between academic stress and students' intention to leave school. The research results improve the quality of higher education by promoting family and teacher support to control students' academic stress and limit the dropout intention rate.

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Section: Teacher Support Scalementioning

confidence: 54%

The Relationship between Academic Stress and Dropout Intention of University Students: The Mediating Role of Teacher and Family Support

Pham Van

2024

RREM

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“…When there are more peer barriers the weight of teacher support is greater, there is more chance of increasing the perception of self‐efficacy in engineering students, whereas when there are more peer‐related barriers (not feeling accepted by others, not identifying with peers, not receiving support from friends to continue engineering courses), students are at greater risk of feeling ineffective and this may determine academic decisions. The three main variables that improve outcome expectations and professional decisions (finding a good job, a good salary, having social recognition, and the family valuing their career, among others) are perceptions of teacher and peer support, and in a negative sense, perceptions of peer‐barriers (Brown et al, 2018; Lazarová et al, 2019; Lent et al, 2019). Students' perceptions of support from teachers in this field—the feeling that teachers help at difficult times, and that students are being treated appropriately in gender terms, along with a general sense of teacher support—seems to be the most important factor in developing interest in academic and scientific engineering activities.…”

Section: Social Cognitive Career Theorymentioning

confidence: 99%

The influence of perceived teacher and peer supports and barriers in female Spanish engineering undergraduates through their own voices

Inda‐Caro

Viñuela‐Hernández

Martínez-García

et al. 2022

School Sci & Mathematics

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The goal of the study was to analyze the influence of perceived teacher/peer supports and barriers on career development in female engineering undergraduates based on Social Cognitive Career Theory. Thirteen students studying various engineering degrees participated. The results of a qualitative methodology, life stories, and focus groups, showed that the students perceived more teacher and peer supports than barriers from primary school to university. Students' perceptions of teacher support increased due to the climate they promoted in the classrooms, and the delivery of challenging lessons, mainly in subjects such as mathematics, technology, and computing. Peer influence became stronger at university, and was one of the most important factors in students achieving their goals. The main barriers they perceived were being discouraged from choosing Science, Technology, Engineering, and Math‐Information Technology, Electrical Engineering (STEM‐ITEE), feeling isolated when beginning ITEE courses, and negative comments.

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“…In addition, another problem is that the vocational education workforce is not strong enough to face labor competition in the free market era, such as in the ASEAN Economic Community (AEC) in Southeast Asia (Adhariani et al, 2019). In simple terms, the uncertainty of career path guarantees and the working age of vocational education graduates are also revealed in the field (Lazarová et al, 2019;Winters et al, 2013). The perception that develops in society is that there is a guarantee for graduates to work in a decent world of work.…”

Section: Introductionmentioning

confidence: 99%

Entrepreneurial Intentions of Vocational Education Students in Indonesia: PLS-SEM Approach

Fawaid¹,

Triyono²,

Sofyan³

et al. 2022

JTET

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Cultivating entrepreneurial intentions in vocational education students is important in preparing graduates ready for entrepreneurship. However, efforts to foster entrepreneurial intentions are still a serious problem in vocational education. This study examines the structural model of the influence of entrepreneurial interest, technological competence, digital marketing, internship experience, self-efficacy, and entrepreneurial personality on entrepreneurial intentions. Ex-post facto research with a structural approach involving 618 vocational education students in Indonesia. Data was collected through a closed questionnaire with a Likert scale of 1-4 distributed using Google Form media. The collected data were analyzed using structural equation model analysis with path analysis and bootstrap methods. The study results show that technological competence, digital marketing, and apprenticeship experiences significantly affect the growth of entrepreneurial intentions. In addition, self-efficacy and entrepreneurial personality also significantly succeeded in mediating the influence of technological competence, digital marketing, and internship experience on entrepreneurial intentions. Teachers as learning facilitators must foster an interest in entrepreneurship as the basic root of the spur to form aspects of competence and experience needed in the business world. This aspect must also be given and strengthened to form a personality in entrepreneurship and strengthen self-efficacy so that the estuary of entrepreneurial intentions inherent in students will be stronger. This research is limited to certain variables based on the current actual theory. Future research needs to examine more deeply the potential influence of other variables that are more effective in growing students' entrepreneurial intentions in vocational education.

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Perception of Teacher Support by Students in Vocational Education and Its Associations with Career Adaptability and Other Variables

Cited by 9 publications

References 6 publications

The Relationship between Academic Stress and Dropout Intention of University Students: The Mediating Role of Teacher and Family Support

The Relationship between Academic Stress and Dropout Intention of University Students: The Mediating Role of Teacher and Family Support

The influence of perceived teacher and peer supports and barriers in female Spanish engineering undergraduates through their own voices

Entrepreneurial Intentions of Vocational Education Students in Indonesia: PLS-SEM Approach

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