This research explores the intersections of descriptive attributes, expectations, and influences (independent variables) and the degree to which they predict the intent to persist and satisfaction (dependent variables) of students enrolled in career-technical programs at four-year institutions. Little research exists for this population, and nothing based on the theoretical frameworks of Bean and Metzner (1985) and Lent, Brown and Hackett (1994). Expecting a significant relationship among several factors contributing to the intent to persist for career-technical students in degree programs, this research explores predictors for persistence in this population. This research revealed that there are simpler relationships among the variables explored in this study and that no one model can explain the variations that exist for both native and transfer students. The study has implications that include tailoring conversations for students, including more measures around academic self-efficacy in federal policy measures of accountability, and exploring the nature of academic self-efficacy in transfer student populations
","abstract_html":"<p>This research explores the intersections of descriptive attributes, expectations, and influences (independent variables) and the degree to which they predict the intent to persist and satisfaction (dependent variables) of students enrolled in career-technical programs at four-year institutions. Little research exists for this population, and nothing based on the theoretical frameworks of Bean and Metzner (1985) and Lent, Brown and Hackett (1994). Expecting a significant relationship among several factors contributing to the intent to persist for career-technical students in degree programs, this research explores predictors for persistence in this population. This research revealed that there are simpler relationships among the variables explored in this study and that no one model can explain the variations that exist for both native and transfer students. The study has implications that include tailoring conversations for students, including more measures around academic self-efficacy in federal policy measures of accountability, and exploring the nature of academic self-efficacy in transfer student populations</p>","abstract_has_math":false,"creators":["Uranis, Julie"],"institution":null,"degree_name":"Doctor of Philosophy (PhD)","degree_level":"Open Access Dissertation","degree_discipline":"Leadership and Counseling","degree_department":null,"school":null,"contributors":["Eboni Zamani-Gallaher, Ph.D., Committee Co-Chair","David Anderson, Ed.D., Committee Co-Chair","Jaclynn Tracy, Ph.D."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-01-01T08:00:00Z","date_published":"2015-01-01T08:00:00Z","updated_at":"2026-07-24T02:17:13Z","subjects":["career-technical","persistence","satisfaction","technical education","transfer students","Educational Leadership","Vocational Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://commons.emich.edu/theses/720","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Eboni Zamani-Gallaher, Ph.D., Committee Co-Chair","David Anderson, Ed.D., Committee Co-Chair","Jaclynn Tracy, Ph.D."]},{"key":"dc:creator","label":"Author","values":["Uranis, Julie"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2017-08-08T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Leadership and Counseling"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Open Access Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy (PhD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["career-technical","persistence","satisfaction","technical education","transfer students","Educational Leadership","Vocational Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://commons.emich.edu/theses/720"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This research explores the intersections of descriptive attributes, expectations, and influences (independent variables) and the degree to which they predict the intent to persist and satisfaction (dependent variables) of students enrolled in career-technical programs at four-year institutions. Little research exists for this population, and nothing based on the theoretical frameworks of Bean and Metzner (1985) and Lent, Brown and Hackett (1994). Expecting a significant relationship among several factors contributing to the intent to persist for career-technical students in degree programs, this research explores predictors for persistence in this population. This research revealed that there are simpler relationships among the variables explored in this study and that no one model can explain the variations that exist for both native and transfer students. The study has implications that include tailoring conversations for students, including more measures around academic self-efficacy in federal policy measures of accountability, and exploring the nature of academic self-efficacy in transfer student populations
"]},{"key":"dc:title","label":"Title","values":["Career-technical students in baccalaureate programs: Predictors of the intent to persist and satisfaction with educational pathways"]}]}],"canonical_facts":{"dc:contributor":["Eboni Zamani-Gallaher, Ph.D., Committee Co-Chair","David Anderson, Ed.D., Committee Co-Chair","Jaclynn Tracy, Ph.D."],"dc:creator":["Uranis, Julie"],"dc:date.available":["2017-08-08T07:00:00Z"],"dc:description.abstract":["This research explores the intersections of descriptive attributes, expectations, and influences (independent variables) and the degree to which they predict the intent to persist and satisfaction (dependent variables) of students enrolled in career-technical programs at four-year institutions. Little research exists for this population, and nothing based on the theoretical frameworks of Bean and Metzner (1985) and Lent, Brown and Hackett (1994). Expecting a significant relationship among several factors contributing to the intent to persist for career-technical students in degree programs, this research explores predictors for persistence in this population. This research revealed that there are simpler relationships among the variables explored in this study and that no one model can explain the variations that exist for both native and transfer students. The study has implications that include tailoring conversations for students, including more measures around academic self-efficacy in federal policy measures of accountability, and exploring the nature of academic self-efficacy in transfer student populations
"],"dc:identifier":["https://commons.emich.edu/theses/720"],"dc:subject":["career-technical","persistence","satisfaction","technical education","transfer students","Educational Leadership","Vocational Education"],"dc:title":["Career-technical students in baccalaureate programs: Predictors of the intent to persist and satisfaction with educational pathways"],"thesis:degree_discipline":["Leadership and Counseling"],"thesis:degree_level":["Open Access Dissertation"],"thesis:degree_name":["Doctor of Philosophy (PhD)"]},"updated_at":"2026-07-24T02:17:13Z"}