Slupe, Gregory Thomas2014-05-282014-05-282014-04https://hdl.handle.net/11299/163289University of Minnesota Ph.D. dissertation. April 2014. Major: Work and Human Resource Education. Advisor: Theodore Lewis. 1 computer file (PDF); ix, 160 pages.The reasons why some students participate in work-based learning programs, such as youth apprenticeship, while others do not, are not fully understood. The study to be reported asked what the significant factors are leading to entry into a youth apprenticeship program. In concert with the Social Cognitive Career Theory (Lent, Brown, & Hackett, 1994), the variables to be assessed included: personal inputs (age, gender, ethnicity, student grades, socioeconomic status), perceived environmental support, career self-efficacy, career outcome expectations and career attitudes. A total of five school districts, located in north central and west central Wisconsin, participated in the study. Of the 178 student participants in the survey, 83 students were in a youth apprenticeship program (YA), and 95 students were not enrolled in a youth apprenticeship program (Non-YA). There were a total of 97 female students (nYA = 50, nNon-YA = 47), and 81 male students (nYA = 33 YA, nNon-YA = 48). From analysis of the collected data, support, career self-efficacy, and career attitude predictors were significantly different between YA and Non-YA groups at p < .05 and p < .01 levels. Through these research efforts it became clearer, youth apprenticeship participants have a different type of educational experience in comparison to non-youth apprenticeship students. It is hypothesized, a youth apprenticeship experience nurtured by a supportive environment would lead to improved career self-efficacy and career attitudes.en-USCareer decisionSchool-to-workYouth apprenticeshipThesis or Dissertation