Date of Conferral
Medha S. Talpade
Due to the passage of the Gainful Employment Rule of 2015, for-profit schools must ensure graduate employability, which forces vocational schools to make student success a priority. The concepts of stress mindset from the cognitive activation theory of stress and stress management self-efficacy from social cognitive theory were used in this study to assess the relationship of each to the employability of graduates. This study utilized a nonrandomized convenience sampling method and a multiple logistic regression with categorical dependent/criterion variables (gainful employment versus not) and continuous predictor variables (stress management self-efficacy, stress mindset) to compare the relationships. Stress mindset levels were measured using the stress mindset measure while stress management self-efficacy levels were measured by the stress management self-efficacy measure with 66 participants. The results of this study indicated that while both increased levels of stress management self-efficacy and a positive stress mindset were associated with a significantly increased likelihood of gainful employment, on its own, stress management self-efficacy was a better indicator than was stress mindset, on its own. The implications for positive social change from the results of this study, are a greater understanding of the importance of stress management self-efficacy and a positive stress mindset on the employability of technical school graduates. This knowledge could lead to the creation of improved stress management and stress mindset assistance for technical school students, which could lead to increased employability in these graduates.
Brown, Minda J., "Relationship Between Stress Management Self-Efficacy, Stress Mindset, and Vocational Student Success" (2019). Walden Dissertations and Doctoral Studies. 7788.