Relationship between Attitude to Career and Technology Course with Technological Attitude of High School Students in Tabriz

• Main Authors: Maryam Hosseinzadeh Nabati, Firooz Mahmoodi, Yousef Adib
• Format: Article
• Language: fas
• Published: Islamic Azad University, Tabriz Branch 2020-05-01
• Series: آموزش و ارزشیابی
• Subjects: technology learning self-regulation; technology learning; career and technology course; attitude toward technology learning
• Online Access: http://jinev.iaut.ac.ir/article_673919_fb80cfde0959441dd959c72fa0475fc7.pdf
• ISSN: 2345-6299; 2476-5627

The main purpose of this study was to determine the relationship between attitude to career and technology course and technological attitude. This research is a quantitative, an applied in terms of purpose, and a correlation-descriptive study. The population consisted of all 15386 high school students in district 1 of education organization at Tabriz in 2018-2019. The 415 students selected as sample by random stratified sampling. Data were collected from 415 secondary education students through Technology Attitude Questionnaire (Lioua and Kuo, 2014) and a researcher-made questionnaire to assess attitudes toward career and technology course and were analyzed using a two-step Structural Equation Model (SEM) approach with Smart Pls 3.2.8. After testing the adequacy of the measurement model, the structural model showed that attitudes to career and technology course significantly predicted technological attitude, such as Technology Learning self-efficacy(0.44), Technology learning value (0.56), Technology learning strategies (0.56), Technology Learning goal orientation (.63), environment stimulation (0.64), Technology Learning self-regulation triggering (0.54), Technology Learning self-regulation-implementing (0.68).these results shed light on the critical role of career and technology course for students’ technological attitude. Due to these relationships, it is suggested that the curriculum of work and technology be given more attention and that its objects, content, and teaching-learning strategies be prepared and implemented in a practical style.