Modelling Secondary School stdudents' attitudes towards TVET subjects using social cognitive and planned behaviour theories

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dc.contributor.authorAyanwale, Musa Adekunle
dc.contributor.authorMolefi, Rethabile Rosemary
dc.contributor.authorMatsie, Nthama
dc.date.accessioned2024-05-27T09:55:28Z
dc.date.available2024-05-27T09:55:28Z
dc.date.issued2023-04-06
dc.description.abstractTechnical Vocational Education and Training (TVET) has been a part of most developing African countries, including Lesotho. Africa’s collapsing economies will receive a true economic bailout if they produce readily employable and self-employed graduates. There are several factors that influence student attitudes toward TVET, including the perceived influence of their families, the impact of society, and the impact of their schools. This study aimed to examine the interrelationships and effects of these variables on attitudes toward TVET. Social Cognitive Theory and Planned Behavior are the theoretical underpinnings of the study. Three hundred and six students in the Mafeteng district were sampled for this quantitative study. IBM SPSS 28 and Smart PLS 4.0.7.2 were used to analyze the measurement and structural models based on the data collected through a question- naire. The study found that perceived family influence and societal influence had a significant causal relation to attitudes toward TVET but that the school does not provide enough support for students in TVET education, which impedes their education level. Study findings provide insight into how Lesotho educational policymakers and practitioners can promote TVET as a viable educational and career option by improving students’ attitudes towards TVET subjects. For career guidance, learners were recommended to be taken to TVET colleges and universitiesen
dc.description.sponsorshipSelfen
dc.identifier.issn2590-2911
dc.identifier.urihttps://hdl.handle.net/20.500.14155/1950
dc.language.isoenen
dc.publisherElsevieren
dc.subjectTechnical education, Vocational training, Social influence, School affective support, Family influence, Attitudes toward TVET, Lesothoen
dc.titleModelling Secondary School stdudents' attitudes towards TVET subjects using social cognitive and planned behaviour theoriesen
dc.typeArticleen
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