Article Gold Open Access 2022

Cognitive and affective academic self-concepts: Which predicts vocational education students’ career choice?

CM
Choy, Monica Waichun C.
 YA
Yeung, Alexander S.
International Journal of Educational Research Open
Journal · Vol. 3 · Art. 100123
Abstract

Grounded in self-concept theory, this study examined the predictability of cognitive and affective academic self-concepts in relation to vocational education students’ education and career choice outcomes in the Hong Kong HE setting in two studies (Ns = 384 and 476). Structural equation modeling revealed that sense of competence (i.e., cognitive) is more related to competence/performance-based outcomes (i.e., operational capability and resilience at work in Study 1; and competition in Study 2). Liking of the vocation (i.e., affective) is more related to non-performance-based emotional-motivational outcomes (i.e., career intention in both studies and educational aspiration in Study 2) than is the cognitive component. These findings offer an empirical basis to guide vocational higher education institutes to effectively use educational resources to build a sustainable future workforce. © 2022 The Author(s)

Keywords

Author Keywords

Vocational education Higher education Career choice Self-concept

Index Keywords

Author Affiliations
Technological and Higher Education Institute of Hong Kong, Hong Kong, Hong Kong
Australian Catholic University, Sydney, NSW, Australia
Funding & Acknowledgements
No funding information
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