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|Title:||The Effects of Life Change on Selected Comprehensive Employment and Training Act - Classroom Training Participants' Program Completion Intentions (Ceta)|
|Author(s):||Palmer, Kathryn Maire Baker|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Abstract:||The purpose of this correlational study was to (1) examine the relationship between the recent past life change of selected samples of Comprehensive Employment and Training Act - Classroom Training (CETA-CT) trainees (267) and the trainees' intention to complete the program; (2) determine the life events the samples anticipated because of CETA-CT enrollment; (3) determine whether anticipated life change affected the trainees' program completion intentions, and (4) determine whether there was a relationship between the recent past life change the trainees sampled reported and the life change the sampled trainees anticipated because of CETA-CT enrollment.
The Schedule of Recent Experiences was used to identify life change events and the Social Readjustment Rating Scale to quantify life change. Behavioral intentions were measures of responses to questions, an approach stimulated by Fishbein's Behavioral Intention Model.
Data analysis indicated several results. There was no significant relationship between experienced and/or anticipated life change and program completion intentions. Moreover, no significant relationship existed between the life change experienced by the subjects and the life change they anticipated, although seven of the ten life events identified would likely affect family relationships and generate overwhelming stress. Seventy two percent of the subjects had experienced life change at a level of 200 or more life change units (LCUs) and 81% anticipated life change while enrolled in CETA-CT at 200 or more LCUs. Ninety one percent expressed intentions to complete the program and 82% reported that nothing would change their intention.
Research into the relationship between past life change, anticipated life change, intentions and actual behavior was recommended, as well as, study replication and study of mediating variables. Early trainee assessment and curriculum inclusion of stress management were also recommended.
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1983.
|Date Available in IDEALS:||2014-12-15|