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Journal of Career Development, Vol. 34, No. 2, 103-126 (2007)
DOI: 10.1177/0894845307307470

The Academic Self-Efficacy of Urban Youth

A Mixed-Methods Study of a School-to-Work Program

Justin C. Perry

Cleveland State University, j.c.perry96{at}csuohio.edu

David B. DeWine

Boston College, ddewine{at}gmail.com

Ryan D. Duffy

University of Maryland-College Park, rduf{at}umd.edu

Kristen S. Vance

Cleveland State University, ksv1218{at}yahoo.com

To inform effective school-to-work programs, this study evaluates the effect of a school-based psychoeducational intervention on the academic self-efficacy of urban youth enrolled in the ninth grade. Using a mixed-methods design, data were collected using a quantitative measure of academic self-efficacy and eight semistructured interviews over the course of an academic school semester. As hypothesized, t tests did not reveal a statistical difference in academic self-efficacy between preintervention (Time 1) and postintervention (Time 2). A consensual qualitative analysis of the interviews, however, indicated enhanced developmental specificity concerning use of academic skills and articulation of goals between Time 1 and Time 2. Limitations of the study and future directions for research are discussed.

Key Words: academic self-efficacy • school to work


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