The Relationship between Attitudes and Students Intention to Enter the Vocation Education and Training in the United Arab Emirates
Bibliographic record
Abstract
<p class="a"><span lang="EN-US">The goal of this study is to examine the internal and external effect of students’ attitude towards the intention to enter the vocational education in the UAE through examining the different factors of attitude such as social, individual, demographic and organization. Because of the inconsistent results, for further investigation, a new research has established through introducing new and different variables that may better explain the nature of that relationships and issues. In the literature, many theories have suggested that link between variables such as Theory of Planned Behavior (TPB), The Theory of Reasoned Action (TRA), and Social Cognitive Theory (SCT). Questionnaires were distributed to 700 students. 549 questionnaires were returned and using in the analysis using SPSS software version 18.0 through descriptive an inferential statistics. In addition, Independent T-test and Scheffe' test were used to test and hypothesized the hypotheses. So, the results of this study showed that there are significant differences in the parents’ responses between Social factors of vocational education according to their gender and the region either urban or rural. In another hands, the result of the students was found to have significant differences of the attitudes and importance in rural and urban regions. In addition to that, all parents either in government or private sectors agreed the importance and vocational education future for their children. Moreover, the culture in both sectors is differently seen by society in terms of the vocational education. This study also supported the premises of the TRA, TPB, and SCT theories by reaffirming the importance of the study’s variables for supporting the intention of the students towards the vocational education.</span></p>
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.003 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".