Fueling Futures: The Impact of Career-Focused Academies on High School Motivation



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<big>'''Fueling Futures: The Impact of'''</big></div>

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<big>'''Career-Focused Academies on High School'''</big></div>

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<big>'''Motivation'''</big></div>

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<big>Marcellino Melika<sup>1</sup></big></div>

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<big><sup>1</sup>Independent</big></div>

This study rigorously examines the effects of career-oriented programs on public high school students’ academic motivation, a crucial factor in educational achievement and persistence. Employing a mixed-methods approach with a sample of 61 students from diverse backgrounds, this research assesses the roles of elective courses geared toward career pathways and their intersections with supportive school environments and extracurricular involvement. Findings reveal that when students engage in elective programs aligned with their career aspirations, they display significantly higher motivation, increased engagement, and a deeper investment in learning processes. Further, these programs cultivate autonomy, foster a sense of community, and allow students to draw relevant connections between academic activities and real-world applications. By emphasizing the value of interest-based, student-centered learning experiences, this study contributes to the discourse on career and technical education and advocates for the inclusion of career-oriented academies as a means to bolster motivation and positively influence educational outcomes in public high schools.

'''Keywords: '''career education, academic motivation, elective classes

=='''1''' Introduction==

The concept of academic opportunity encompasses a range of programs designed to provide students with advanced or specialized educational experiences. These programs span from Advanced Placement (AP) and Dual Enrollment to specialized career-oriented academies, each serving distinct purposes in preparing high school students for future academic or career paths (An, 2015; Warne et al., 2015). While AP and Dual Enrollment programs aim to increase college readiness by exposing students to college-level rigor, career-oriented programs focus on aligning students’ high school education with their intended career trajectories. Existing literature has extensively documented the benefits of AP and Dual Enrollment programs on academic performance and motivational outcomes (Warne et al., 2015), yet research on the motivational impacts of career-oriented programs remains scarce. This study addresses this gap by investigating how career-focused academic opportunities influence high school students’ motivation levels, particularly within the varied and often inequitable landscape of public education funding.

Motivation in high school students remains a challenging issue nationwide, as many students struggle to find personal relevance in standard curricula (Ford & Roby, 2013). Motivation, a multidimensional construct involving a student’s desire and commitment to engage with and excel in academic tasks, is closely tied to educational achievement and future career success (Filgona et al., 2020). However, the complexity of motivation varies greatly depending on the educational environment, and it is particularly sensitive to disparities in funding and access to academic opportunities. In many public schools, funding limitations compel administrators to prioritize AP and Dual Enrollment programs over elective career-oriented programs. These funding priorities potentially overlook the unique motivational benefits that career-oriented programs can offer to students, particularly those whose primary interests lie outside the traditional academic pathways emphasized in AP courses (Harackiewicz & Priniski, 2018).

Through an examination of a Title I public high school offering both AP and career-oriented programs, this study aims to explore how exposure to career pathways influences students’ academic motivation. Given the substantial funding disparities across public schools, this study situates its analysis within the broader discourse on how equitable access to diverse academic opportunities can impact student engagement and long-term academic success.

==='''1.1''' Student Motivation===

Student motivation, defined as the willingness to engage in academic tasks such as studying, completing assignments, and actively participating in class, plays an essential role in the educational outcomes of high school students (Filgona et al., 2020). In the context of compulsory education, where students are required to attend school until a certain age, the issue of motivation becomes particularly salient. Merely being present in the classroom does not necessarily correlate with a desire to learn; thus, educational psychologists and policymakers alike have stressed the importance of fostering motivation to enhance learning outcomes (Legault et al., 2006; Ford & Roby, 2013). Motivated students are more likely to experience positive educational trajectories, display persistence in overcoming academic challenges, and exhibit improved psychological well-being in school settings.

Despite the consensus on its importance, motivation among high school students is often low, particularly in public school settings where external pressures, such as family responsibilities or cultural expectations, may further complicate students’ relationships with schooling (Ford & Roby, 2013). Addressing motivation in high school is therefore not only a matter of educational policy but a critical component in supporting students’ holistic development and preparing them for future success in higher education and career pathways.

==='''1.2''' Motivation Theory===

Theories of motivation have provided substantial insights into how educational environments can be structured to enhance student engagement and commitment. Among these, Self-Determination Theory (SDT) by Ryan and Deci (2000) offers a robust framework for understanding the psychological underpinnings of motivation in academic contexts. SDT posits that motivation is influenced by three core needs: autonomy, competence, and relatedness. Autonomy pertains to students’ perception of control over their learning process, competence involves their confidence in achieving academic success, and relatedness relates to the feeling of belonging within the academic community. The fulfillment of these needs in educational settings has been empirically shown to increase intrinsic motivation, a form of motivation driven by personal interest and enjoyment of the task itself (Niemiec & Ryan, 2009).

SDT has direct applications in designing and implementing career-oriented programs, as such programs naturally align with these psychological needs by allowing students to exercise autonomy in choosing their academic pathways, build competence in fields of interest, and develop meaningful relationships with peers and mentors who share similar professional aspirations (Ryan & Deci, 2000). Thus, career-oriented programs represent a promising intervention for enhancing student motivation, particularly for students who may not find traditional academic courses as engaging.

==='''1.3''' Positive Aspects of the Curriculum and Teaching===

Pedagogical strategies that emphasize autonomy, competence, and social relatedness have demonstrated positive impacts on student motivation across a range of educational contexts. Research has consistently found that students are more motivated when they feel supported by their teachers and peers, are allowed to engage in autonomous decision-making, and can see the relevance of their studies to their future goals (Ford & Roby, 2013; Harackiewicz & Priniski, 2018). Career-oriented programs capitalize on these insights by providing structured environments where students can pursue their interests and gain hands-on experience in fields that may later become their careers.

In traditional high school settings, these motivational strategies are often constrained by standardized curricula that prioritize breadth of knowledge over individualized learning experiences. Career-oriented programs, in contrast, offer students the chance to engage in project-based learning, independent research, and peer collaboration—experiences that not only meet students’ psychological needs but also prepare them for post-secondary education and employment. As previous studies have shown, curricula that integrate practical, real-world applications foster greater motivation and deeper learning, as students are more likely to see the value in their educational endeavors (Niemiec & Ryan, 2009).

In the U.S., disparities in school funding directly impact access to a diverse range of academic programs, which can either constrain or enhance students’ educational experiences. Public schools in under-resourced areas often face limited budgets, resulting in a prioritization of core classes over specialized programs like career focused academies (Barnard College, 2023). Research indicates that these financial limitations restrict students’ exposure to elective programs that may align more closely

with their career aspirations and potentially foster increased motivation (Ford & Roby, 2013).

Title I schools, like the one featured in this study, receive additional funds due to high levels of poverty among their student populations. However, even within Title I designations, the variability in per-student expenditures often remains significant. The selected high school, with an annual per-student expenditure close to $10,000, represents a comparatively well-funded Title I school, providing a unique setting to study the motivational effects of career-oriented programs (Office of Elementary & Secondary Education, 2020). By highlighting the implications of adequate funding on student motivation, this study seeks to underscore the necessity of financial support for specialized programs that may not otherwise be available to underfunded schools.

Given that many schools do not have the resources to offer both AP courses and career-focused programs, prioritization often leans toward college preparatory paths (Harackiewicz & Priniski, 2018). Career academies, however, offer students a pathway more immediately applicable to real-world scenarios, suggesting a potential restructuring of funding priorities to allow for more varied academic opportunities. Consequently, equitable funding allocation becomes essential to ensure all students can benefit from diverse educational programs that cater to both college-bound and career-oriented students.

==='''1.4''' School Funding and Access to Career Programs===

Funding disparities in public schools represent a significant barrier to equitable access to career-oriented programs. Schools in underfunded districts often lack the resources to implement such programs, which require specialized instructors, equipment, and partnerships with external organizations (Barnard College, 2023). This disparity highlights the importance of studying schools that can offer a variety of academic opportunities, as this diversity of programming is rarely available to students in low income areas. By selecting a Title I school for this study, which benefits from additional funding due to its high percentage of students from low-income backgrounds, this research aims to provide insights into how career-oriented programs can influence motivation in schools with adequate resources but high needs.

=='''2''' Methods==

The research utilized an anonymous online survey distributed to 61 students from a high school offering both AP and career-oriented programs. The survey consisted of 28 Likert-scale items assessing motivational constructs such as autonomy, competence, relatedness, interest, and peer influence. This method allowed for the measurement of motivation across multiple dimensions, providing a comprehensive view of how different academic programs impact students’ academic attitudes. Participants were predominantly upperclassmen who had significant exposure to both AP coursework and career academies, ensuring that their responses reflected genuine experiences with each program type. This methodological choice, particularly the focus on Likert-scale items, allowed for quantifiable comparisons across student groups and a detailed examination of how career-oriented programs align with theoretical constructs of motivation.

Following data collection, responses were categorized based on academic program involvement (e.g., three-year academies, four-year academies, AP-only students). Demographic data, including self-reported GPA, was collected to explore correlations between academic performance and program participation. Data analysis focused on identifying trends in motivational factors across program categories, with specific attention given to autonomy, competence, and relatedness as defined by SDT. The survey format facilitated an in-depth analysis of how career-oriented programs align with students’ intrinsic motivations, while the anonymous format encouraged candid responses regarding personal motivation and cultural pressures.

=='''3''' Results==

The survey results indicate that students enrolled in career-oriented academies display higher levels of academic motivation across several key dimensions compared to their peers in AP-only programs. Students in three-year academies reported particularly strong feelings of autonomy and a clearer sense of career direction, with 77% of respondents from this group agreeing with statements such as “I decide what happens with my academic path” (Question 2) and “I am in charge of my own decisions” (Question 1). This self-directed learning experience aligns with Self-Determination Theory’s emphasis on autonomy, suggesting that students who feel in control of their educational journey are more motivated and engaged in academic tasks (Ryan & Deci, 2000).

Students in four-year academies demonstrated significant relatedness, with 76% indicating a strong connection to peers and instructors (Question 28), and an equally high response in feeling a sense of belonging at their school (Question 27). These connections highlight the community-building aspects of career-oriented programs, where long-term engagement with like-minded peers fosters a sense of shared purpose and supports sustained motivation. This finding is particularly relevant, as relatedness is a crucial factor for maintaining motivation, especially in educational settings where students may otherwise feel disconnected from the curriculum (Harackiewicz & Priniski, 2018).

An analysis of competence revealed a notable contrast between students in career academies and those in AP-only programs. Specifically, 76% of students in four-year academies and 67% of those in three-year academies agreed with the statement “I feel capable of succeeding in my academic program” (Question 5), a higher proportion than seen among AP-only students. This difference may reflect the hands-on learning and skill development opportunities provided in career academies, which enhance students’ confidence and competence in their chosen fields, compared to the more theory-based structure of AP programs (Harackiewicz & Priniski, 2018).

The data also underscore a positive correlation between program type and academic performance. As shown in Figure 1, students in four-year academies reported an average GPA of 101.1, compared to the 93.5 GPA among students not enrolled in any academy. This finding suggests that career academies may enhance academic performance through the motivation and engagement fostered by program relevance and support. Further supporting this, 67% of three-year academy students indicated that their program participation clarified their career goals (Question 8), suggesting that career-oriented learning aligns with students’ long-term aspirations, adding meaning to their academic efforts (Filgona et al., 2020).

Responses addressing effort and investment also reveal a distinct impact of career focused programs on students’ work ethic. For instance, 66% of students in three-year academies agreed with the statement “My work ethic has increased due to joining my academic program” (Question 7), suggesting that these programs positively influence students’ dedication to their studies. In contrast, students in AP-only programs showed lower agreement, which may reflect differences in teaching methods and the applied learning focus within career academies. This connection between program type and work ethic underscores the potential of career-oriented learning to inspire sustained academic effort and investment (Ford & Roby, 2013).

Finally, students’ perception of the relevance of their education varied notably across program types. Students in career academies demonstrated high agreement

with the statement “School is relevant to my future” (Question 11), with 89% of four year academy students expressing a strong sense of relevance. This contrasts with AP-only students, who reported significantly lower agreement. By linking school curriculum with real-world career aspirations, career academies enable students to see their education as meaningful, an essential component of intrinsic motivation (Ryan & Deci, 2000).


[[Image:Draft_Melika_793446909-picture-Group 23102.svg|center|600px]]
<span style="text-align: center; font-size: 75%;">Figure 1. Average Weighted GPA Categorized by Academy Grouping</span>

[[Image:Draft_Melika_793446909-image1.png|600px]]

[[Image:Draft_Melika_793446909-image2.png|600px]]

[[Image:Draft_Melika_793446909-image3.png|528px]]

'''4''' Discussion

The findings underscore the motivational benefits of career-oriented programs, particularly in terms of aligning academic activities with students’ career aspirations. By providing opportunities for autonomy and relatedness, these programs address the psychological needs emphasized in SDT, thereby promoting intrinsic motivation (Ryan & Deci, 2000). The high levels of competence and career clarity reported by students in three-year academies suggest that these programs effectively integrate practical skills and academic knowledge, bridging the gap between school and real-world applications. In contrast, students in AP-only programs often lack this career alignment, which may account for the lower levels of reported motivation and relatedness.

These results support previous research indicating that autonomy, competence, and relatedness are central to student motivation and that educational programs catering to these needs can significantly improve student engagement and outcomes (Harackiewicz & Priniski, 2018). Career-oriented programs, by focusing on interest-based, hands-on learning, offer a viable alternative to traditional AP courses for students

whose aspirations align more closely with career readiness than with college preparatory objectives.

he study’s findings strongly support the hypothesis that career-focused academies enhance academic motivation by addressing the core psychological needs outlined in Self-Determination Theory. Students in career-focused programs report higher levels of autonomy, competence, and relatedness, suggesting that these programs can effectively fulfill intrinsic motivators that are often unmet in traditional high school settings. The clear sense of career direction reported by three-year academy students further suggests that these programs not only support students academically but also provide long-term guidance, aligning educational experiences with life goals (Ryan & Deci, 2000).

This study’s findings are particularly relevant in discussions about educational policy and funding. Career-oriented academies, by their very structure, allow students to explore fields of interest in depth, which contrasts with the often generalized curriculum of AP courses. Although AP courses prepare students for college, they may not fully address the career aspirations of students whose immediate goals involve entering the workforce or vocational pathways. Thus, educational stakeholders should consider the unique advantages of career-oriented programs, especially for students who might otherwise feel disengaged in a solely college-preparatory environment (Niemiec & Ryan, 2009).

These results contribute to a growing body of evidence suggesting that motivation is not a one-size-fits-all construct; rather, it varies significantly based on program structure, student goals, and school environment (Filgona et al., 2020). Career-oriented programs present an opportunity to tailor educational experiences more closely to student needs, especially in settings where students may lack intrinsic motivation due to the absence of relevance or personal connection to the material (Ford & Roby, 2013). By offering a curriculum that emphasizes hands-on learning and peer collaboration, career academies align with educational strategies known to promote motivation, thereby offering a compelling case for broader implementation in public schools.

The findings from this study suggest that career-oriented academies offer significant advantages in fostering intrinsic motivation among high school students. These programs’ alignment with Self-Determination Theory (SDT) principles of autonomy, competence, and relatedness suggests that they fulfill essential psychological needs

Table 2: Question Labels for Table 1

{| style="width: 100%;border-collapse: collapse;" 
|-
|  style="border-top: 1pt solid black;border-bottom: 1pt solid black;vertical-align: top;"|Number
|  style="border-top: 1pt solid black;border-bottom: 1pt solid black;text-align: center;vertical-align: top;"|Question
|-
|  style="border-top: 1pt solid black;border-bottom: 1pt solid black;vertical-align: top;"|[1]
|  style="border-top: 1pt solid black;border-bottom: 1pt solid black;vertical-align: top;"|I am in charge of my own decisions.
|-
|  style="border-top: 1pt solid black;border-bottom: 1pt solid black;vertical-align: top;"|[2]
|  style="border-top: 1pt solid black;border-bottom: 1pt solid black;vertical-align: top;"|I decide what happens with my academic path.
|-
|  style="border-top: 1pt solid black;border-bottom: 1pt solid black;vertical-align: top;"|[3]
|  style="border-top: 1pt solid black;border-bottom: 1pt solid black;vertical-align: top;"|I chose to be (and stay) in my academic program.
|-
|  style="border-top: 1pt solid black;border-bottom: 1pt solid black;vertical-align: top;"|[4]
|  style="border-top: 1pt solid black;border-bottom: 1pt solid black;vertical-align: top;"|The work I do in my academic program gives me autonomy.
|-
|  style="border-top: 1pt solid black;border-bottom: 1pt solid black;vertical-align: top;"|[5]
|  style="border-top: 1pt solid black;border-bottom: 1pt solid black;vertical-align: top;"|I feel capable of succeeding in my academic program.
|-
|  style="border-top: 1pt solid black;border-bottom: 1pt solid black;vertical-align: top;"|[6]
|  style="border-top: 1pt solid black;border-bottom: 1pt solid black;vertical-align: top;"|I belong in my academic program.
|-
|  style="border-top: 1pt solid black;border-bottom: 1pt solid black;vertical-align: top;"|[7]
|  style="border-top: 1pt solid black;border-bottom: 1pt solid black;vertical-align: top;"|My work ethic has increased due to joining my academic program.
|-
|  style="border-top: 1pt solid black;border-bottom: 1pt solid black;vertical-align: top;"|[8]
|  style="border-top: 1pt solid black;border-bottom: 1pt solid black;vertical-align: top;"|My future life path has become clearer due to my academic program.
|-
|  style="border-top: 1pt solid black;border-bottom: 1pt solid black;vertical-align: top;"|[9]
|  style="border-top: 1pt solid black;border-bottom: 1pt solid black;vertical-align: top;"|I am preoccupied with other things beyond school.
|-
|  style="border-top: 1pt solid black;border-bottom: 1pt solid black;vertical-align: top;"|[10]
|  style="border-top: 1pt solid black;border-bottom: 1pt solid black;vertical-align: top;"|I realize that I have not done my part to be motivated internally.
|-
|  style="border-top: 1pt solid black;border-bottom: 1pt solid black;vertical-align: top;"|[11]
|  style="border-top: 1pt solid black;border-bottom: 1pt solid black;vertical-align: top;"|School is not relevant to my future.
|-
|  style="border-top: 1pt solid black;border-bottom: 1pt solid black;vertical-align: top;"|[12]
|  style="border-top: 1pt solid black;border-bottom: 1pt solid black;vertical-align: top;"|I can’t seem to invest the effort that is required.
|-
|  style="border-top: 1pt solid black;border-bottom: 1pt solid black;vertical-align: top;"|[13]
|  style="border-top: 1pt solid black;border-bottom: 1pt solid black;vertical-align: top;"|I don’t have the energy to study.
|-
|  style="border-top: 1pt solid black;border-bottom: 1pt solid black;vertical-align: top;"|[14]
|  style="border-top: 1pt solid black;border-bottom: 1pt solid black;vertical-align: top;"|I’m a bit lazy.
|-
|  style="border-top: 1pt solid black;border-bottom: 1pt solid black;vertical-align: top;"|[15]
|  style="border-top: 1pt solid black;border-bottom: 1pt solid black;vertical-align: top;"|My school work is not stimulating.
|-
|  style="border-top: 1pt solid black;border-bottom: 1pt solid black;vertical-align: top;"|[16]
|  style="border-top: 1pt solid black;border-bottom: 1pt solid black;vertical-align: top;"|I believe it’s always the same thing every day.
|-
|  style="border-top: 1pt solid black;border-bottom: 1pt solid black;vertical-align: top;"|[17]
|  style="border-top: 1pt solid black;border-bottom: 1pt solid black;vertical-align: top;"|I don’t like studying.
|-
|  style="border-top: 1pt solid black;border-bottom: 1pt solid black;vertical-align: top;"|[18]
|  style="border-top: 1pt solid black;border-bottom: 1pt solid black;vertical-align: top;"|I find that studying is boring.
|-
|  style="border-top: 1pt solid black;border-bottom: 1pt solid black;vertical-align: top;"|[19]
|  style="border-top: 1pt solid black;border-bottom: 1pt solid black;vertical-align: top;"|The tasks demanded of me surpass my abilities.
|-
|  style="border-top: 1pt solid black;border-bottom: 1pt solid black;vertical-align: top;"|[20]
|  style="border-top: 1pt solid black;border-bottom: 1pt solid black;vertical-align: top;"|I’m not good at school.
|-
|  style="border-top: 1pt solid black;border-bottom: 1pt solid black;vertical-align: top;"|[21]
|  style="border-top: 1pt solid black;border-bottom: 1pt solid black;vertical-align: top;"|I don’t have the knowledge required to succeed in school.
|-
|  style="border-top: 1pt solid black;border-bottom: 1pt solid black;vertical-align: top;"|[22]
|  style="border-top: 1pt solid black;border-bottom: 1pt solid black;vertical-align: top;"|I don’t have what it takes to do well in school.
|-
|  style="border-top: 1pt solid black;border-bottom: 1pt solid black;vertical-align: top;"|[23]
|  style="border-top: 1pt solid black;border-bottom: 1pt solid black;vertical-align: top;"|Studying is not important to me.
|-
|  style="border-top: 1pt solid black;border-bottom: 1pt solid black;vertical-align: top;"|[24]
|  style="border-top: 1pt solid black;border-bottom: 1pt solid black;vertical-align: top;"|School holds no interest.
|-
|  style="border-top: 1pt solid black;border-bottom: 1pt solid black;vertical-align: top;"|[25]
|  style="border-top: 1pt solid black;border-bottom: 1pt solid black;vertical-align: top;"|My peers have similar academic goals as me.
|-
|  style="border-top: 1pt solid black;border-bottom: 1pt solid black;vertical-align: top;"|[26]
|  style="border-top: 1pt solid black;border-bottom: 1pt solid black;vertical-align: top;"|I see my peers succeed and learn from them.
|-
|  style="border-top: 1pt solid black;border-bottom: 1pt solid black;vertical-align: top;"|[27]
|  style="border-top: 1pt solid black;border-bottom: 1pt solid black;vertical-align: top;"|I feel at home at [name] High School.
|-
|  style="border-top: 1pt solid black;border-bottom: 1pt solid black;vertical-align: top;"|[28]
|  style="border-top: 1pt solid black;border-bottom: 1pt solid black;vertical-align: top;"|I can come to my teachers with any issues or concerns.
|}


(Ryan & Deci, 2000). In particular, the survey data shows that students in three- and four-year career academies exhibit stronger feelings of autonomy and relatedness compared to their peers in AP-only tracks, indicating a potential for career-focused programs to address motivation more effectively (Ford & Roby, 2013). This alignment with students’ personal and professional goals provides a practical application of SDT, underscoring the theory’s relevance in high school settings that aim to enhance engagement through career-focused learning (Niemiec & Ryan, 2009).

Furthermore, the data underscores the role of these academies in providing a sense of purpose and direction. The higher GPAs reported by students enrolled in career academies suggest that increased motivation and engagement translate into better academic performance, which may be attributed to the programs’ relevance to students’ future aspirations. This finding aligns with prior research indicating that when students find personal meaning in their educational experiences, they are more likely to succeed academically (Filgona et al., 2020). Thus, these programs not only support immediate academic motivation but also foster a pathway for long-term career fulfillment and success.

The enhanced relatedness reported by four-year academy students, with 91% indicating a strong connection to peers and mentors, also demonstrates the social benefits of these programs. Career academies offer structured group learning experiences that promote collaboration, support, and shared career interests, which can be particularly motivating for students who may otherwise feel disconnected in more general educational settings (Harackiewicz & Priniski, 2018). Such environments help build a supportive community that reinforces students’ educational commitment and satisfaction, addressing a critical need in high school education.

=='''5''' Limitations==

Despite its contributions, this study is limited by its relatively small sample size and demographic homogeneity, as 70% of participants identified as Asian or Pacific Islander. Future research should include larger, more diverse samples to ensure that the findings are generalizable across different student populations. Additionally, the study’s reliance on self-reported GPA data may introduce bias, as students may overestimate or underestimate their academic performance. Another limitation involves the potential for response bias due to the survey’s online format, which may impact the accuracy of reported motivational levels. Lastly, the study’s cross-sectional design prevents causal inferences about the relationship between program participation and motivation.

This study’s limitations include the relatively small and demographically homogenous sample size, which may limit the generalizability of its findings. As 70% of participants identified as Asian or Pacific Islander, the results may reflect cultural attitudes toward education that are not representative of broader populations. Prior research has shown that cultural background can significantly impact motivation, with certain groups placing a higher emphasis on academic achievement due to family or community expectations (Meece et al., 2009). Future studies should aim to include a more diverse demographic sample to better capture the full spectrum of motivational factors influencing students across different cultural and socioeconomic backgrounds.

Another limitation involves the cross-sectional nature of this study, which captures data at a single point in time. This design restricts the ability to draw causal conclusions about the relationship between program involvement and motivation. A longitudinal study following students across their high school years would provide a clearer picture of how motivation evolves over time and whether prolonged exposure to career academies results in sustained motivational benefits. Additionally, while the survey format allowed for anonymity, future research might benefit from combining quantitative data with qualitative interviews to gather deeper insights into students’ experiences and perceptions of career-oriented programs.

=='''6''' Conclusion==

This study provides compelling evidence that career-oriented programs positively impact academic motivation by aligning educational experiences with students’ career goals. Through enhanced feelings of autonomy, competence, and relatedness, students in career academies are more likely to be engaged and motivated than their peers in AP-only programs. These findings have important implications for educational policy, particularly in advocating for increased funding for career-oriented programs in public high schools. Given the benefits observed, further research comparing career academies to AP programs could inform resource allocation decisions to maximize student engagement and educational outcomes across diverse high school settings.

The results of this study underscore the positive impact of career-oriented programs on student motivation, suggesting that these programs provide unique benefits by aligning educational experiences with students’ career goals. In contrast to AP programs, which are often geared towards preparing students for college, career academies offer a more direct pathway to workforce readiness, thereby addressing a critical gap in the educational system. Given the documented importance of motivation for academic success, this study highlights the potential value of expanding career-focused programs within public high schools as a strategy for increasing student engagement and satisfaction.

For educational policymakers, these findings have significant implications. Investing in career-oriented programs not only provides students with more relevant learning experiences but also fosters an educational environment where all students can thrive, regardless of their post-secondary aspirations. Further research comparing the long-term outcomes of students in career-focused versus college-preparatory programs would be invaluable for guiding funding allocations. As public schools continue to navigate budget constraints, understanding the specific motivational advantages of career academies can inform more equitable and effective funding decisions that support diverse student needs.

The insights from this study point toward the promising potential of career-focused academies in enhancing high school students’ motivation and academic success by catering to varied aspirations and fostering psychological well-being. The statistically significant increase in autonomy, competence, and relatedness among students in career-oriented programs illustrates the impact of aligning educational opportunities with students’ interests and goals. These findings underscore the importance of diversifying educational offerings within public schools, providing pathways that address both college and career preparation (Ryan & Deci, 2000).

Given the positive association between career-focused academies and student engagement, educational policymakers should consider reallocating resources to support the development and expansion of these programs. In particular, funding adjustments that make career academies accessible to a broader demographic could help reduce disparities in educational motivation and achievement. Such considerations align with the growing emphasis on individualized education, where students benefit from options that reflect their personal and professional ambitions (Ford & Roby, 2013).

As schools continue to balance the demands of preparing students for college and career readiness, this research advocates for a more integrated approach that values both academic rigor and practical application. Future studies should explore the long-term impacts of these programs on career outcomes and how sustained exposure to career-oriented learning environments influences students’ transitions to adulthood. Ultimately, this study contributes to the discourse on educational reform by highlighting the advantages of career-focused academies as a strategic tool for cultivating motivated, engaged, and successful learners across diverse high school settings.

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