Variables that influence the intention to persist in vocational education

Journal article

Authors/Editors

Strategic Research Themes

Publication Details

Author list: Sripan T., Sujivorakul C.

Publication year: 2020

Journal: International Journal of Instruction (1694-609X)

Volume number: 13

Issue number: 2

Start page: 17

End page: 32

Number of pages: 16

ISSN: 1694-609X

URL: https://www.scopus.com/inward/record.uri?eid=2-s2.0-85082874880&doi=10.29333%2fiji.2020.1322a&partnerID=40&md5=b1e5cfd805854853724bef2ad43a3b8a

Languages: English-Great Britain (EN-GB)

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Abstract

This study explored variables that influence students' intention to persist in vocational education. The variables considered included self-regulation strategies, school participation, self-determination, school identification and teacher autonomy. These variables have been previously studied in other contexts but not in vocational education. Data collection involved self-report surveys with 277 vocational learners (age 15) from three vocational schools in Bangkok, Thailand. Pearson's correlation was used to test possible relationship among variables. Regression analysis identified the variables that were significant. School participation, self-determination and school identification were the three variables identified that influenced intention to persist. Self-regulation strategies, promotion of task-related discussion and teacher autonomy support did not have a significant influence on the intention to persist in school. © 2020 Eskisehir Osmangazi University.

Keywords

Intention to persist, School identification, School participation, Selfdetermination, Self-regulation strategies, Task-related discussion