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Practical Research

The study utilizes Expectancy-Value Theory and Self-Determination Theory to explore factors affecting youth decisions to pursue senior high school. It highlights that students' motivation can be hindered by external factors and their beliefs about success and the value of education. Additionally, Social Cognitive Career Theory emphasizes the role of personal interests and external influences in shaping educational and career choices.

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rabanzostefanie6
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18 views1 page

Practical Research

The study utilizes Expectancy-Value Theory and Self-Determination Theory to explore factors affecting youth decisions to pursue senior high school. It highlights that students' motivation can be hindered by external factors and their beliefs about success and the value of education. Additionally, Social Cognitive Career Theory emphasizes the role of personal interests and external influences in shaping educational and career choices.

Uploaded by

rabanzostefanie6
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd

FRAMEWORK OF THE STUDY

Expectancy-Value Theory by Eccles and Wigfield (2002) to understand the


reasons behind the youth’s inability to pursue senior high school. Self-
Determination Theory (SDT) explains that students are naturally motivated
to learn, but their ability to pursue education can be hindered by external
factors such as financial constraints, lack of parental support, and limited
access to resources. When students feel a lack of autonomy, competence,
and relatedness in their education, their motivation to continue senior high
school decreases.

Additionally, Expectancy-Value Theory (Eccles & Wigfield, 2002) suggests


that a student’s decision to continue schooling depends on two key factors:
expectancy (belief in their ability to succeed in school) and value (perceived
importance of education for their future). If students do not believe they can
succeed in senior high school or see little benefit in completing their
education, they may be more likely to drop out.

Social Cognitive Career Theory (SCCT) by Lent, Brown, and Hackett (2002)
highlights how personal interests, self-efficacy (belief in one’s ability to
achieve a goal), and external influences (such as family and financial
conditions) impact career and educational choices. This theory is particularly
relevant because it explains why some students opt to enter the workforce
instead of pursuing further education. If they lack confidence in their
academic abilities or perceive immediate financial pressures, they may
choose work over school.

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