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Cognitive and affective academic self-concepts : Which predicts vocational education students’ career choice?
Choy, Monica Waichun Yeung, See Shing
Choy, Monica Waichun
Yeung, See Shing
Abstract
Grounded in self-concept theory, this study examined the predictability of cognitive and affective academic self-concepts in relation to vocational education students’ education and career choice outcomes in the Hong Kong HE setting in two studies (Ns = 384 and 476). Structural equation modeling revealed that sense of competence (i.e., cognitive) is more related to competence/performance-based outcomes (i.e., operational capability and resilience at work in Study 1; and competition in Study 2). Liking of the vocation (i.e., affective) is more related to non-performance-based emotional-motivational outcomes (i.e., career intention in both studies and educational aspiration in Study 2) than is the cognitive component. These findings offer an empirical basis to guide vocational higher education institutes to effectively use educational resources to build a sustainable future workforce.
Keywords
Vocational education, Career choice, Self-concept, Higher education
Date
2022
Type
Journal article
Journal
International Journal of Educational Research Open
Book
Volume
3
Issue
Page Range
1-10
Article Number
ACU Department
Institute for Positive Psychology and Education
Faculty of Education and Arts
Faculty of Education and Arts
Relation URI
Event URL
Open Access Status
Published as ‘gold’ (paid) open access
License
CC BY-NC-ND 4.0
File Access
Open
Notes
© 2022 The Author(s). Published by Elsevier Ltd.
This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).
This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).