Factors influencing secondary and vocational school students' decisions to enroll in vocational education institutes
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Abstract
This study aims to use empirical data to validate the causal model of secondary and vocational school students' occupational decision-making in vocational education. Multi-stage sampling was used to choose 1,799 secondary and vocational school students. The research instruments included a questionnaire with the Cronbach's alpha coefficient ranged from .931. In addition, confirmatory factor and structural equation models were used to analyze the data. The following is a summary of the findings: The construct validity of the goal orientation, career exploration, career concerns, career commitment, and social support measuring model was well aligned with empirical data. The occupational decision-making model fit were with empirical data ( (78, N=1799) =1155.141, p=.000, CFI=.995, TLI=.991, RMSEA=.023, SRMR=.017). The model revealed that secondary and vocational school students' career exploration had a significant direct effect on their occupational decision making (
=.530) and the social support influence had a significant indirect impact on career exploration, career concerns, and career commitment (
=.507). For the researcher and those in charge of policymaking, the findings of this study provide a more in-depth understanding of professional decision-making. Furthermore, directors of vocational institutions could manage, strategize, and assist students in their transition from students to productive workers by providing understanding during a critical period in their lives while choosing a good vocational school, laying the groundwork for their bright future.
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