Apprenticeship orientation as planned behavior in educational choices: A path model of antecedent beliefs

Abstract

Background: A hypothetical descriptive behavioral model extending the theory of planned behavior (TPB) was examined for subjective perceived control beliefs as antecedents of the apprenticeship orientation for vocational-educational training (VET). Attributes of self-regulation and self-regulatory systems in belief formation, and affective evaluation, were expected to vary with student choice of apprenticeship in an educational path. Methods: A research question concerning initiative, independence, and self-guidance, hypothesized to be proximal antecedents of part-time job willingness and apprenticeship willingness was answered. A survey of ninth-grade students in Finnish comprehensive school was conducted after implementation of a work-orientation program. At the local school system level, 649 subjects of the mean ages of 16.0 years participated in a web-based survey in two school districts in the south-west of Finland in 2010. The observed variables were inserted for Path Analysis conducted in IBM Analysis of Moment Structures. Factor Analysis was used as a preliminary step for Path Analysis. Results: The variables formed a fitting belief-based path model for the interaction of initiative, independence, and self-guidance in apprenticeship conation. Part-time Job willingness served as a mediating variable. Independence interest belief and the mediating variable part-time willingness correlated negatively. Initiative showing interest and self-guidance want contributed positively to apprenticeship conation. Conclusions: The findings gave tentative evidence of subjective antecedent beliefs linking Self-Direction and Apprenticeship willingness.