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The impact of career development interventions on career and technical education (CTE) students' academic self-efficacy and motivation was explored in a pilot study that elicited responses from 293 students at 20 high schools across the United States. The study included a literature review, survey of high school seniors that examined 44 specifically defined career interventions and 4 career development taxa, and student opinion survey that measured self-efficacy and motivation. To clarify the relationship between career development intervention participation and academic achievement, the taxon-level participation scores were regressed against academic self-efficacy and academic motivation, which are both key psychological mediators of academic achievement. Despite the precise definition of the independent variables, minimal linkage was found between the career development intervention taxa and self-efficacy and motivation. The one exception was that the advising intervention taxon predicted 4% of the variance in mathematics motivation. It was recommended that the focus of research efforts be shifted from large macro-level studies of multiple student outcomes to evidence-based research approaches used in the medical sciences. (Twelve tables are included. The bibliography lists 215 references. The following items are appended: the taxon membership; a glossary; sample research introduction and informed consent letters; the project team roster; the senior survey; the standard score algorithms; and correlation matrices from the four regression analyses.) (MN)

Each year, millions of state and federal education funds are spent on career development interventions for America's teenagers. However, no uniform nomenclature, definition, and organization of these interventions exists in the professional literature. This hampers communication among and between practitioners, policymakers, and researchers. The lack of a comprehensive organization of these interventions makes quality research and program evaluation very difficult. To help remedy the problems of naming, defining, and organizing in the field of career development interventions, a study was conducted to: (1) identify comprehensive lists of career development interventions that occur in America's secondary schools; and (2) create a taxonomy of the identified interventions. Through consultation with career guidance practitioners and scholars across the country, as well as through examination of research articles, grant reports, and program manuals, a comprehensive list containing 44 interventions was established. These 44 interventions were then rated on five variables (time, mode, control, place, and size) by a random sample of the membership of the Guidance Division of the Association for Career and Technical Education. These ratings were then grouped empirically by means of cluster analysis, producing a four-cluster solution. The four clusters of career development interventions were titled work-based interventions; advising interventions; introductory interventions; and curriculum-based interventions. (Contains 44 references.) (KC)

This article reviews the literature and provides examples of extrinsic motivators and incentives being used in public schools to decrease dropout rates, increase attendance, and increase academic achievement. The use of incentives has grown in favor as a way to increase student achievement, intrinsic motivation, self-worth, and retention. Certain characteristics must be present in incentives to ensure success in motivating students. These include establishing definite patterns of change in behavior, melding with students' interests, and having consistent standards of implementation. Students will respond favorably to rewards if they feel there is a reasonable chance of success, they are convinced that the personal risks are not overwhelming, and they believe that the product or reward is worth the effort needed to succeed. Educators do not universally support incentives in education. Many believe that the use of extrinsic motivators undermines individuals' intrinsic motivation. Evidence clearly shows that extrinsic rewards can either enhance or reduce interest in an activity, depending on how they are used. Despite continued controversy, incentive programs can serve a valuable function in schools, providing an additional source of motivation and support for students. (Contains 45 references.) (SM)