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An exploratory mixed-methods case study examined self-efficacy and motivation in an elective experiential career education course in Saskatchewan public schools. Fourteen students completed pre- and post-semester measures using the Career Decision-Making Self-Efficacy Scale—Short Form and an adapted motivation questionnaire. Additional data came from classroom assignments, curriculum documents, and interviews. Thematic qualitative analysis and dependent t-tests found significant self-efficacy changes and aligned themes, interpreted through social cognitive and self-determination theory, with implications for practice and future research.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/experiential-high-school-career-education-self-efficacy-and-motivation-academic-paper/595618/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/experiential-high-school-career-education-self-efficacy-and-motivation-academic-paper/595618.png","ImageObject",300,407,{"name":92,"@type":93},"Well Done","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the study’s research focus?","Question",{"text":112,"@type":113},"The study examined students’ perceived self-efficacy and motivation within experiential high school career education in Saskatchewan public schools.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were data collected in the case study?",{"text":117,"@type":113},"Fourteen students completed pre- and post-semester measures, and additional information was gathered from classroom assignments, curriculum documents, and interviews with the instructor and two students.",{"name":119,"@type":110,"acceptedAnswer":120},"What methods were used to analyze results?",{"text":121,"@type":113},"Qualitative data were analyzed thematically, and quantitative data were analyzed using dependent t-tests.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},595618,1792166493,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":26,"preview_page_count":4},5909892210082,"https://ap-avatar.wpscdn.com/avatar/56001069da27c9f41e8?x-image-process=image/resize,m_fixed,w_180,h_180&k=1789614185077863061","Experiential High School Career Education, Self-Efficacy, and Motivation  \nLisa Gaylor  \nUniversity of Saskatchewan  \nJennifer J. Nicol  \nUniversity of Saskatchewan  \nAbstract  \nStudents’perceived self-efficacy and motivation in the context of experiential high school career education was examined through an exploratory mixed methods case study of an elective experiential career education class offered in Saskatchewan public schools. Data were generated by having students (N = 14) complete two measures at the start and end of the semester: the Career Decision-Making Self-Efficacy Scale—Short Form (CDMES-SF) (Taylor & Betz, 1983) and an adapted motivation questionnaire (Kerner, 2011) . Classroom assignments, curriculum documents, and interviews with the instructor and two of the students provided further sources of data. Qualitative data were analyzed thematically and quantitative data were analyzed using dependent-t-testing. Significant differences in CDMSE-SF scores were identified and common themes emerged across the qualitative data. Findings are discussed as they relate to social cognitive theory, self-determination theory, and implications for practice and future research.  \nCanadian Journal of Education / Revue canadienne de l’éducation 39:2 (2016)©2016 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation  \n[www.cje-rce.ca](www.cje-rce.ca)  \nKeywords: career education, self-efficacy, social cognitive theory, decision making, motivation  \nRésumé  \nL’autoefficacité et la motivation perçues des étudiants dans le contexte de la formation aucheminement de carrière expérientiel au secondaire ont été examinées par le biais d’une étude de cas exploratoire utilisant des méthodes mixtes et portant sur un cours optionnel de formation en cheminement de carrière offert dans les écoles publiques de la Saskatchewan. Les données ont été générées en demandant à des étudiants (N =14) de prendre deux mesures, au début et à la fin du semestre : le Career Decision-Making Self-Efficacy Scale – Short Form (CDMES-SF) (Taylor & Betz, 1983) et un questionnaire adapté portant sur la motivation (Kerner, 2011) . Les affectations en classe, documents de curriculum et entrevues avec le formateur et deux étudiants ont fourni les autres sources de données. Les données qualitatives ont été analysées de façon thématique et les données quantitatives ont été analysées en utilisant des tests T dépendants. Des différences significatives dans les pointages CDMSE-SF ont été identifiées et des thèmes communs sont ressortis des données qualitatives. Les résultats sont analysés en fonction de la théorie sociale cognitive, de la théorie de l’autodétermination et des implications pour la pratique et la recherche future.  \nMots-clés : formation professionnelle, l’auto-efficacité, théorie cognitive-sociale, la prisede décision, motivation  \nCanadian Journal of Education / Revue canadienne de l’éducation 39:2 (2016) [www.cje-rce.ca](www.cje-rce.ca)  \nIntroduction  \nCareer planning has become a focal point of high school programming in Canada (Gibbons, Borders, Wiles, Stephan, & Davis, 2006). The completion of mandatory school-tocareer transition courses has become a near omnipresent requirement in Canadian secondary schools. Perspectives on this trend vary. Some describe secondary school career education as a proactive way to help students see the connection between their academicsand real-world outcomes (e.g., Truong, 2011) . Others criticize it as a reactionary measure that prepares students to participate in an intensely competitive, neo-liberal economy (e.g., Hyslop-Margison & McKerracher, 2008) based on a human capital approach to learning rather than on principles for democratic learning (Hyslop-Margison & Graham, 2001). Although an analysis of these compelling arguments exceeds the scope of this article, it is clear that the motivations for, approaches to, and outcomes of high school career education have become pertinent a","cbCaincjjEjx0vbr","https://ap.wps.com/l/cbCaincjjEjx0vbr","pdf",291504,24,"English","# Abstract\n# Introduction\n## Career planning as a Canadian high school focus\n## Evidence from American and Canadian research\n## Gaps in skills and post-secondary transition planning","[{\"question\":\"What was the study’s research focus?\",\"answer\":\"The study examined students’ perceived self-efficacy and motivation within experiential high school career education in Saskatchewan public schools.\"},{\"question\":\"How were data collected in the case study?\",\"answer\":\"Fourteen students completed pre- and post-semester measures, and additional information was gathered from classroom assignments, curriculum documents, and interviews with the instructor and two students.\"},{\"question\":\"What methods were used to analyze results?\",\"answer\":\"Qualitative data were analyzed thematically, and quantitative data were analyzed using dependent t-tests.\"}]","Experiential High School Career Education, Self-Efficacy, and Motivation - Academic paper | PDF",1792081486]