| This study aims at predicting and understanding Korean high school students' track choice for college entrance. To this end, this study adopted the theory of reasoned action (TRA) proposed by Fishbein and Ajzen for a theoretical framework.;The study involved 665 first year high school students from four representative regions of Korea. The survey instruments were questionnaires developed by the author under the guidance of the TRA. The questionnaires measured students' behavioral beliefs, outcome evaluations, normative beliefs, motivations to comply, attitudes, subjective norms, and intentions to represent the theoretical constructs of the TRA. External variables such as students' self-concepts about their performances in science-related subjects and demographic variables were also gathered. For statistical analyses, the study adopted regression analyses and the structural equation modeling with LISREL, a computer statistical program developed by Joreskog and Sorbom.;Major findings of the study are as follows: (1) With minor modifications, the TRA was applicable to the prediction and understanding of Korean high school students' track choice. (2) Track choice was mainly under the students' volitional control, and intention was mostly a function of personal preference. (3) Subject norm had a small but direct influence on behavior. (4) Subject norm did not have a direct influence on intention; its influence seemed to be mediated by attitude. (5) Among external variables, gender and self-concept of performance in science, math, and in academic courses in general were related to track choice. Boys preferred the science track, but girls preferred the humanities track. (6) Parents were most influential on students' track choice. (7) Future career commensurate with students' aptitude was the most important incentive for choosing the science track. However, perceived difficulty of subjects in the science track turned students away from the science track.;Implications of these findings are drawn, and recommendations are made for science teachers to improve science education and to attract more students to the science track. Recommendations for future researchers are also presented. |
