A Path Analysis Associated with Self-Determination with Academic and Career Planning

The postsecondary transition has become more challenging for high school students in the United States. Secondary students in grades 9 through 12 are often in schools that focus on developing the skills for college but perhaps schools should focus on developing the skills to enter the workforce. Developing skills for the workforce has been associated with higher levels of self-efficacy. This study examined whether students who were in the Pathways for the Advancement in Career Education (PACE) program had higher levels of self-efficacy in the years following the completion of the program compared to students who were not in the PACE program. Unlike other studies that have examined this construct with Special Education students, PACE participants do not identify as being part of this program. This study was a secondary analysis of data gathered at 15 months, 36 months, and 72 months after the completion of the PACE program. Participants were administered portions of the Core-Self Evaluations Scale (CSES). A total of 9,242 participants were part of the study. This investigation examined well-being and self-efficacy through mediational pathways. Results indicated the significant mediators between the intervention condition and outcomes were financial assistance to offset tuition and on-site training. These strengthened participants’ confidence. The findings suggest that when an employer funds professional development that provides on-site training, there is a significant association with employees feeling more confident. Other results indicate that strengthened self-efficacy at one point in time might not be evident at a different time.