Abstract
Career and Technical Education (CTE) is a federally funded field that aims to give students career-ready skills for the workforce in adulthood. Students are allowed to experience hands-on skills that prepare them for post-secondary experiences. This correlational study focuses on students’ noncognitive skills, sense of belonging, and social support enrolled in high school agricultural education courses within West Ada School District in Meridian, Idaho. In this study, the noncognitive skills examined were commitment, communication, completion, follow-through, positive outlook, self-efficacy, self-regulation, and teamwork in the population, and they were examined for differences in demographics. The social support sources reviewed in this study were classmates, friends, parents, and teachers in the population and were examined for differences in demographics. Sense of belonging is also analyzed in the population for differences in demographics. All these components were evaluated for correlational factors as well. Results indicate significances between noncognitive skills, social support, and a sense of belonging. Analysis of the results indicates significances between self-efficacy, teamwork, and communication between demographic characteristics. Observations also include correlations found between social support and a sense of belonging. Further investigation at a larger scale is recommended.