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Sorapuru, Wylene M. "Factors Impacting Principals' Career Decision Making". ScholarWorks@UNO, 2012. http://scholarworks.uno.edu/td/1486.
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Abstract
Federal legislation and educational programs such as No Child Left Behind (2001) and Race to the Top (2009) identify school leaders as one of the major catalysts to improving academic achievement. Increasing accountability demands call for replacement of the principal when adequate gains in student achievement are not met, yet research indicates that it takes at least five years to affect change (Fullan, 2006). Why then would any principal remain in an appointment as principal in a chronically low-performing school?
New principals generally stay no more than five to ten years in any one position (Dancy, 2007; NAESP, 1998). In several states, the average tenure rate for a new principal is just 4.5 years (Fuller, 2009). One of the key reasons principals leave is the stress related to the job responsibilities (Groff, 2001; National Association of Elementary School Principals, 2007; Ponder & Crow, 2005). Moreover, principal vacancies are expected to increase vastly within the next three to five years as more than a third of our nation’s teachers and school leaders are ready for retirement(U. S. Department of Education, 2010. With looming principal shortages, regular job turnover, and threat of replacement for current principals, who will lead the nation’s lowest-performing schools and what are the characteristics of those who intentionally seek to do so?
The purpose of this study is to examine the impact of four factors associated with Krumboltz’s (1996) social learning theory of career decision making-- (1) personal characteristics, (2) work environment, (3) learning experience, and (4) task skills – on principals’ intent to stay or leave the profession of principalship when employed in a low-performing school.
This study used data from 135 school administrators throughout the state of Louisiana who currently serve in schools considered “failing” by state standards in order to answer the following general questions: To what extent do the four factors of Krumboltz’s social learning theory of career decision making (personal characteristics, environment, formal learning experiences and task skills) combine to predict principals’ intent to stay in the role of principal in a low-performing school in Louisiana? What is the relative contribution of each of these factors in predicting principals’ intent to stay?
A quantitative, correlational survey design was used to assess the factors that influence principals’ intent to leave or stay in the position of principal in low-performing schools throughout Louisiana. A modified version of the Principal Shortage Survey utilized in a previous study to analyze the principal shortage in Massachusetts (2006) was used. The surveys were administered electronically. Multiple regression was used to analyze results, using SPSS version 19.0. In general, the study supported Krumboltz’s theory, with district training a significant predictor of principal’s intent to stay. Principals who perceived their professional development as most effective were more likely to indicate a desire to remain in the principalship. Implications for accountability, principal training, and leadership in low-performing schools are discussed.
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Coon, Kristin L. "Predicting career decision-making difficulties among undergraduate students : the role of career decision making self efficacy, career optimism, and coping /". Available to subscribers only, 2009. http://proquest.umi.com/pqdweb?did=1895040731&sid=2&Fmt=2&clientId=1509&RQT=309&VName=PQD.
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Thesis (Ph. D.)--Southern Illinois University Carbondale, 2009."Department of Psychology." Keywords: Vocational psychology, Counseling psychology, Career decision-making difficulties, Career decision-making self-efficacy, Career optimism, Coping, Career decision-making, Undergraduate, Optimism Includes bibliographical references (p.113-128). Also available online.
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Stringer, Kate Joanna Kerpelman Jennifer. "Career decision-making implications for emerging adults' career identity development /". Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SPRING/Human_Development_and_Family_Studies/Thesis/Stringer_Kate_49.pdf.
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LaVeck, Lindsey Michalle. "CAREER DECISION-MAKING DIFFICULTIES AMONG STUDENT VETERANS". Cleveland State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=csu1537266760667978.
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Nanji, Michelle Mojgan. "South Asian Muslim Americans' career development: factors influencing their career decision-making process". Diss., University of Iowa, 2017. https://ir.uiowa.edu/etd/5818.
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The Muslim population in the United States has faced numerous challenges in the aftermath of September 11th, including increased negative portrayal of Muslims in the media. While there is increased understanding that the social environment in the US has become more Islamophobic, there is little research in applied psychology fields to understand how this is influencing the life choices of young Muslims in the United States. This investigation focuses on South Asian Muslim Americans and the factors that influence their career decision-making process. Lent and Colleagues’ (1994) Social Cognitive Career Theory career choice model was used to develop a better understanding of these factors. This study investigated how the variables of gender, ethnicity, religiosity, perceived discrimination, and family involvement relate to career decision-making self-efficacy and outcome expectations for South Asian Muslim college students. A hierarchical regression analysis was used to understand the relationships among the variables. The goal of this study was to provide initial understandings of the factors influencing South Asian Muslim Americans career decision-making process. The study did not find a significant relationship among the variables or the applicability of the SCCT career choice model to this population. These findings demonstrate a need to learn more about the career process for this population and other factors specific to the population that may be involved in the career development process. The results provide valuable information for counseling psychologists in university counseling centers to broaden their understanding and support the needs of South Asian Muslim American students during the career choice process.
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Liang, Yuan. "Career Decision Making among Young Generations in China". Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent147896836419709.
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Rose, Kelly Ann 1967. "The decision-making processes of dual-career couples". Thesis, The University of Arizona, 1992. http://hdl.handle.net/10150/291461.
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Dual-career couples are a rapidly growing population who face many challenges due to their complicated lifestyle. The qualitative case study method was employed to specifically explore the decision-making processes of three dual-career couples in order to broaden the knowledge base about these couples and to yield information that would facilitate the development of educational and counseling programs to better serve this population. The following methods were used to elicit information from the participants: audiotaped discussions of four career-related scenarios and individual responses to a short values survey. Factors identified in the couples' decision-making processes included money, geography (location), opportunities for career advancement, satisfactory job opportunities for both partners, family, future children, opportunity costs, career and personal happiness, and financial security. Recommendations for future research and suggestions for counselors, educators, and employers were made.
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Coetzee, Melinda. "Investigating the impact of "the gap year" on career decision-making". Diss., Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-10022007-140532/.
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Smith, Erin N. "Career choices and decision-making style what's the connection? /". Connect to resource, 2005. http://hdl.handle.net/1811/418.
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Thesis (Honors)--Ohio State University, 2005.Title from first page of PDF file. Document formattted into pages: contains 15 p. Includes bibliographical references (p. 14-15). Available online via Ohio State University's Knowledge Bank.
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Lim, Teck Huat Michael. "Teachers' leadership aspirations : career decision-making among Singaporean teachers". Thesis, University of Leicester, 2010. http://hdl.handle.net/2381/8922.
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The central research problem is the insufficient supply of teachers opting for promotion to middle-level leadership positions in Singapore secondary schools, where about 66% are filled. This shortage limits the effectiveness of school management and reduces the flow of leaders aspiring to vice-principalship/ principalship. The study generates a model by addressing two research questions: (1) What influences affect secondary school teachers’ decision-making as to whether to aspire to middle-level school leadership? (2) How do these influences affect the career aspirations of Singaporean secondary school teachers? Using the interpretivist paradigm, case study approach, and content analysis methodology, semi-structured interviews were conducted with a stratified sample of 20 participants. The investigation sought teachers’ perceptions of middle-level school leadership (compared to teaching) and their career aspirations, and identified the associative influences on their career decision-making. Such influences can be grouped into the categories of personal, socialisation and environmental influences, with each linked to two qualitatively different categories: teaching and leadership influences. Teachers’ career decision making is affected by ‘personal’ influences, resulting from innate attributes and pre-service experiences. Interactions with friends, family and significant others also give rise to ‘socialisation’ influences. ‘Environmental’ influences result from home and school environments. Teachers at different career stages (beginning teachers (0-3 years), more mature teachers (3-5 years), more senior teachers (beyond 5 years)) are more susceptible to particular influences; for example beginning teachers prefer honing pedagogical skills than doing administrative tasks. Teachers progress through these career stages and experience the influences identified. These influences affect individuals differently, for example additional remuneration may be less attractive for more established senior teachers compared to beginning teachers. Teachers’ decision-making processes regarding leadership aspirations lie at the heart of the Model of Selective Appeal, so named because particular influences on whether to opt for leadership selectively appeal, or otherwise, to individual teachers.
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Pigden, Norman David. "Career decision making by undergraduates : a small-scale study". Thesis, University of Newcastle Upon Tyne, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.324787.
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Bungamongkon, Nit. "Career decision-making of Thai and American college students". Diss., The University of Arizona, 1990. http://hdl.handle.net/10150/185330.
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The purpose of this research was to test two null hypotheses: (1) there will be no significant differences in career decision-making between Thai and American college students, and (2) there will be no significant relationship in career decision-making within the Thai and American college students in regard to: (1) gender, (2) their parental socioeconomic status as implied by the father's occupation, (3) self-efficacy, (4) interest, (5) sex-role orientation, (6) occupational expectations, (7) occupational aspirations, and (8) career certainty. Three measures were used in addition to demographic data: (1) a measure of career decision-making, (2) a measure of self-efficacy, and (3) a measure of sex-role orientation. The sample of this study were undergraduate students who enrolled in Introduction to Psychology classes at Khon Kaen University, Thailand, in 1990 and American undergraduate and graduate students who enrolled in Basic Skills in Counseling classes at the University of Arizona, U.S.A., in 1990. Each subject was asked to fill out the three questionnaires. T-test analysis was used to address the first hypothesis. Multiple Regression Analysis was used to determine how well gender, parental occupations, self-efficacy, interest, sex-role orientation, occupational expectations, occupational aspirations, and career certainty could predict the dependent variable career decision-making to address the second hypothesis. For career decision-making, the Thai students showed higher indecision than the American college students. Finally, the predictor variables of this research were not able to predict the Thai students' career decision-making.
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Flegg, Robert Bertram. "The science career decision : a model describing the career orientation and decision-making processes of science-track students". Thesis, Queensland University of Technology, 1997.
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Throughout the last decade there has been much public discussion on the topic of participation in the sciences. The dialogue has centred around two issues, the lack of talented young people entering science careers and the under-participation of females in the physical sciences. In Australia there have been moves within government circles to embed vocational education within the high school curriculum in an effort to meet national economic goals. There is, therefore, a need for current knowledge concerning science career choice among young people.
Previous studies of scientists have produced lists of personal and social characteristics which may contribute to a person entering a science career but there is a significant lack of knowledge of the thought processes which occur in young people prior to making a science career decision. This study addresses the issue of how and why young people decide to pursue a science career beyond secondary school.
An in-depth case study was carried out in one Brisbane high school. A group of eighteen final year students with intentions to choose science-related courses at university was interviewed and observed informally throughout the year by their teacher-researcher. A considerable amount of secondary data relating to the academic performance of the students and the social contexts of their school and families were also collected.
The data were analysed using grounded theory procedures. this involved the coding of transcripts to identify natural categories which represented causal conditions for science career choice. Two core categories, an image of self in a science career and the science career decision were identified and defined in terms of contributing sub-categories which represented the contextual forces and personal cognitive processes which lead to a decision to pursue a science career. The findings were grounded in the data by constant referral to the student responses. A model for describing students' decision making processes for science careers emerged from the data.
The model provides vivid description and deep insight into the thoughts and experiences of developing scientists which cannot be found in any other known study. Of particular interest are the new understandings gained of the development of students' perceptions of science, especially with respect to gender differences. The importance of science experiences during early childhood is also emphasised. Careers advisers, science teachers, educational administrators and academics in scientific and educational fields may find the model very useful.
The findings have many social implications with regards to the public perceptions of science and pedagogy. The view is expressed that the scientific community of practice needs to be extended beyond the traditional view of the scientist to include scientists in training.
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Ifah, S. S. "Expectancy theory and career decision-making : A decision-theoretic and policy-capturing approach". Thesis, Cardiff University, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.372343.
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Brownfield, Kathryn Nelson. "A comparative study of career decision making with two computer assisted career guidance systems /". Access abstract and link to full text, 1987. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/8711958.
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Breuer, Karin. "The experience of making a career decision in young adulthood". Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/30376.
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This study was designed to examine how young adults frame the experience of making a career decision.
Eight persons between the ages of 18 and 25 years, who were enrolled in a post secondary program which on completion could lead directly into an occupation, volunteered to take part in the study. Participants completed a brief demographic questionnaire and were interviewed twice.
The narratives were transcribed and then analyzed using a phenomenological method (Giorgi, 1975; Gurwitsch, 1968). Independent elements of the stories, called meaning units (Giorgi, 1975), were identified and sorted into 40 theme clusters that reflected the young adults' experience of making career decisions. The theme clusters were collapsed into 11 categories representing the noematic nucleus (Gurwitsch, 1968), which lead to the structure of the experience: the relationship of self in deciding, volition, the experience of high school, outside influences, the role of family, applying to a program, feelings about being accepted, observation about others, self-talk, other
decisions, and thoughts about the future.
The narratives were then re-read and two questions were asked: "What does this statement tell us about the experience?" and "How is the statement framed?".
It was found that young adults respond to personal stimulus that activates the career decision process. Application to a post secondary program was seen as synonymous with commitment to a career path. The anxiety of waiting, was followed by a feeling of freedom and empowerment when the individual had been accepted to the program of choice. The experience was marked by strong emotions, self-knowledge, and a stated as well as tacit understanding of the environmental factors that influenced the decision.
The study illustrates the need for practitioners to examine their modes of, as well as their expected outcomes for career counselling. The young adults interviewed expressed varying levels of dissatisfaction with the career counselling they received in school. They were articulate about what might have helped them and tended to believe that drifting into a career was equally valid as making a career choice.Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Yeo, Marie Alina. "Career decision-making : a case study of independent academic expatriates". Thesis, University of Leicester, 2012. http://hdl.handle.net/2381/10829.
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Although the number of transnational institutions worldwide has increased dramatically over the past decade, little is known about the “independent academic expatriates” (IAEs) teaching in those institutions. This study investigates the influences that have shaped the decisions of 14 IAEs to seek and retain positions in a transnational institution in a developing country in Southeast Asia. Specifically, this study examines their reasons for leaving their previous job(s) and for joining and staying at the case institution. It also looks at potential and actual reasons for leaving the case institution. The major outcome of this study is a grounded theory of how the respondents made decisions about whether to change job locations. Using grounded theory approaches, categories of reasons and types of IAEs emerged, on the basis of which a foundational theory of decisional job location is proposed. The key concepts of this theory are that IAEs make decisions about a change of job location on the basis of personal, vocational, relational, institutional, and geographical reasons which exert “push”, “pull” and “static” forces, the interplay of which influences the outcome of their decision-making to stay at or stray from their present job location. Furthermore, the relative prominence of each category and their overall pattern varies across IAEs, generating a typology. This typology consists of four types: Opportunist, “Kin-nected”, Expatriate Partner, and Altruist. The substantive theory of decisional job location contributes to the fields of transnational education, academic career development and expatriation by providing insights into the myriad of influences that shape the individual’s decision to change job locations, thus enabling the case institution and similar transnational institutions to improve recruitment and retention. The study also gives a voice and identity to the growing number of IAEs working in transnational institutions around the world.
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Barron, Marquita. "Senior-Level African American Women, Underrepresentation, and Career Decision-Making". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6305.
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In 2015, 0.2% of African American women were in chief executive officer (CEO) roles and 1.2% were in executive or senior-level roles within a 500 Standard & Poor's (S&P) organization. African American women's lived experiences are underutilized by organizational and human resources (HR) leaders in the development and implementation of recruitment, talent development, diversity and inclusion, and succession planning strategies. The purpose of this qualitative phenomenological study was to understand lived experiences regarding career advancement decision-making strategies for senior-level African American women. The conceptual framework used was social cognitive career theory (SCCT), which addresses the 'what' and 'how' of career development and behaviors across one's life span. The central research questions were about participants' decisions-making strategies used to attain senior-level management positions and how the facets of SCCT impacted their decision-making processes. Snowball sampling was the purposeful strategy used for recruiting 12 African American women who serve/served in a senior-level position within an organization. The data collections sources included interviews and field notes. By deductive and inductive coding, the main themes uncovered were leadership, family, education, authenticity, and faith. The results of this study may benefit organizational and HR leaders as they consider improvement opportunities for their recruitment, talent management, diversity and inclusion policies and programs, and succession planning strategies, inclusive of internal and college recruitment, involvement in community youth initiatives, and strategic alignment of high-level, internal organizational stakeholders.
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Lam, M. C. K. "Effects of a career course on students' career decision-making self-efficacy, indecision and difficulties". Thesis, University of Nottingham, 2016. http://eprints.nottingham.ac.uk/31114/.
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Many college students have difficulties deciding on a major or field of study at university. Hartman, Fuqua and Hartman (1983) reported that if undecided students did not receive help, they were more likely to drop out of school and to be unhappy with their eventual choice of career. Furthermore, undecided students may make poor career and academic choices which will impact their future (Gati, Krauz & Osipow, 1996; Fouad, Cotter & Kantamneni, 2009). While the need for career interventions has increased (Fouad et al., 2009; Reese & Miller, 2010), few studies have systematically evaluated the impact and outcomes of career interventions designed to reduce career indecision. In addition, the majority of studies were conducted on Western populations thereby restricting the generalisability of findings across cultures. Therefore, there is a need to investigate whether theory-based interventions that have shown positive outcomes on Western samples can be applied in a Southeast Asian context. This study aims to address this gap in research literature through examining the effects of an intervention to help Malaysian students increase their career decision-making self-efficacy, and reduce career indecision and career decision-making difficulties. This thesis describes the research work aimed at evaluating the effectiveness of a career course designed to help students make career decisions in a Southeast Asian context. It details the quasi-experimental longitudinal intervention utilising intervention and comparison groups that was carried out with first-year Malaysian college students. Participants in both groups were given questionnaires assessing career decision-making self-efficacy, career indecision and career decision-making difficulties at various time points. Results indicated that participants in the intervention group upon completion of the course experienced increased career decision-making self-efficacy and reduced career indecision. Participants in the intervention group also showed an overall decrease in career decision-making difficulties but further investigation revealed that the decrease was non-significant in one subcategory of difficulties, namely difficulties related to the lack of motivation. The implications of these findings are discussed in terms of existing literature and suggestions for further research are also included.
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Ciccocioppo, Anna-Lisa. "Themes in the career decision-making of undergraduate women in science". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ40136.pdf.
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Houston, Paula. "The Process of Career Decision-Making in Women: The Decision to Obtain a Nontraditional Occupation". TopSCHOLAR®, 1998. http://digitalcommons.wku.edu/theses/313.
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This thesis examines the differences of experiences in working-class and middleclass women's lives due to childhood gender-role socialization and current situations in their lives. The purpose of the study is to examine how past and present experiences influenced four groups of women in making career decisions: 1) owners of nontraditional (male-type) businesses, 2) owners of traditional (female-type) businesses, 3) non-owners of nontraditional (male-type) businesses, and 4) non-owners of traditional (female-type) businesses. Both social and cognitive processes were examined for clues. In-depth interviews were conducted with a total of twenty women to examine their Childhood and current experiences of gender socialization. The women were chosen on the basis of their current occupation. Questions were designed to elicit descriptions of respondents' experiences regarding: 1) common interactions with siblings, friends, parents, and teachers (significant others); 2) messages about careers and educational options from significant others; 3) messages about motherhood from significant others; 4) gender stereotyped actions from significant others; 5) role models; 6) parental education and occupational training; 7) current social networks; 8) how the respondent became interested in her career; 9) respondents' work experiences and educational levels; and 10) major influences on respondents' occupational choices. The socialization approach was used to analyze and explain how these women's experiences affected their career choices. In addition symbolic interactionism and a middle-range theory called habitus and field by Pierre Bourdieu were used. It was found that women who are from the working class experience a cumulative disadvantage due to an internalized scheme through which their values are filtered. In addition, the opportunity structure is not as developed for working-class women as it is for women who are considered middle class (based on their occupation). Business owners were found to have many shared experiences which were not common to the other category of women. The first is that most business owners turned out to have been raised by parents with liberal gender-role attitudes. As a result, most reported that motherhood was not an assumed fact for their lives. When motherhood is not assumed, girls feel less pressure to prioritize marriage and family above a career. In addition, eight out of ten business owners had parents who actively encouraged Achievement values. All ten business owners learned to set long-term goals as children, and most had nontraditional hobbies. Nine out of ten business owners, as opposed to four out of ten non-business owners, had parents who actively supported their hobbies. Also, the majority of business owners, as children, had known and admired at least one person who had an interesting career. The non-business owners and the women who are in traditional occupations are cumulatively disadvantaged as regards their ability to make a completely free choice regarding a career. During childhood they received more messages that might have led them to assume that motherhood must take priority over career plans; they experienced fewer nontraditional hobbies and less parental support regarding long-term goals; they had less exposure to women in nontraditional careers or to women who were business owners; they had less assistance planning a career; and their parents provided fewer achievement-oriented activities and were less likely to interact with them on a regular basis. Thus far during adulthood they have experienced less support for their career goals; they experience less autonomy, flexibility, and creativity on the job, and they are likely to feel less confident about financial planning and their own leadership ability: Over all, they have lower self-confidence than business owners and women in nontraditional careers.
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Craig, Robert George. "Promoting a career in engineering : an investigation of factors influencing career decision-making in New Zealand". Thesis, Curtin University, 2012. http://hdl.handle.net/20.500.11937/2313.
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This thesis reports on survey research, conducted on a sample of Year 12 students within New Zealand who attended school in the Greater Auckland region during Autumn 2009. The survey gathered data in order to assess the students’ knowledge, attitudes, and the perceived influences on those attitudes, towards engineering as a career or field of study. The purpose of the research was to better understand factors that may influence Year 12 New Zealanders’ career decisions, especially with respect to careers in engineering, with a view to recommending to stakeholders how enrolment into Bachelor of Engineering programs might be increased.Schools were selected using stratified random sampling, and their Principals were approached through a strategy of emails, telephone calls, and by local personal contact. The students were surveyed via an online questionnaire, administered by school teachers and/or careers personnel, and conducted within school hours. A total of 292 students from 9 schools within the Greater Auckland region took part, and a variety of statistical techniques was used to analyze their responses.The New Zealand students were assessed as having a good knowledge of the benefits and demands of a career in engineering, and a positive attitude towards many of the suggested traits of engineering careers. Contradictions were found between the students’ perceived influences on their career choices, and the patterns of their response choices to a number of the survey questions. Statistically significant relationships were also found between the gender and ethnic background of the survey sample, the students’ attitudes towards careers in general and towards careers specifically in engineering, the influences on those attitudes, and the students’ selection of engineering as a career or field of study.Conclusions were drawn based on the research findings, and recommendations made as to how enrolment into Bachelor of Engineering programs might be increased. The recommendations formulated are directed to practitioners within the engineering profession and also to advisors within the education sector. Recommendations for additional research are then made.
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Stone, Allison L. "An Examination of Career Decision-making in the Context of Female Offenders". VCU Scholars Compass, 2006. http://hdl.handle.net/10156/1632.
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Mubiana, Precious Bupe. "Career maturity, career knowledge, and self knowledge among psychology honours students : an exploratory study". Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/27277.
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This study explores career maturity, self knowledge and career knowledge and how they influence career decision-making processes among psychology honours students at a South African institution of higher learning. A mixed method approach was used to collect data among (N=62) students who were asked to fill in two career development questionnaires namely, the Career Decision-making Difficulties Questionnaire (CDDQ) and the Career Development Questionnaire (CDQ). 10 scales were measured using the CDDQ. Analysis of the CDDQ revealed moderate difficulties on the General Indecisiveness, Dysfunctional Beliefs and Occupational Information scales. Pertaining to the CDQ, 5 distinct scales which explore the levels of Self information (Self knowledge), Decision making, Career information (Career knowledge), Integration of self information and career information, and Career planning were assessed. Analysis of the CDQ revealed that respondents had adequate levels of career maturity. The results of the content analysis on the qualitative data indicate clinical psychology to be the most popular in relation to other fields of study, followed by research psychology counselling psychology and psychometry.Dissertation (MA)--University of Pretoria, 2010.
Psychology
unrestricted
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DeLorenzo, David R. "The Relationship of Cooperative Education Exposure to Career Decision-Making Self-Efficacy and Career Locus of Control". Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/40506.
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Cooperative education research suggests that co-op participation results in enhanced career maturity, yet little is known about the vocational behavior constructs that may produce these results. The purpose of this study was to examine the relationship between co-op work experience and career decision-making self-efficacy, an individual's confidence to successfully perform various career decision-making tasks. Another purpose of this study was to test the hypothesis that only the co-op work experience group adheres to an internal career locus of control, a belief that one can control career outcomes by exercising effort. Based on social cognitive theory (Bandura, 1986), it was hypothesized that co-op work experience would provide the greatest exposure to sources of self-efficacy information, namely performance accomplishments, vicarious learning (i.e, exposure to role models or mentors), and verbal persuasion (encouragement). Thus, college students having co-op work experience were expected to report significantly higher career decision-making self-efficacy (CDMSE) compared to college students having non-co-op work experience.
Survey data were collected from 415 engineering and computer science students, sophomores through seniors, who had acquired co-op work experience or non-co-op work experience (both related and unrelated to the student's field of study or career interests). There was a 69.75% survey return rate in this (3 x 3) ex-post facto design study. One-Way ANOVAs revealed that CDMSE was significantly higher in the co-op work experience group than in the non-co-op (unrelated) work experience group at the completion of the second work term only. Also, CDMSE in the first work term was significantly higher than the second work term in the non-co-op (unrelated) work experience group. No evidence was found to support a significant cumulative effect in CDMSE. A Two-Way ANOVA revealed no significant interaction effect; however, the main effect of type of work experience was significant (p = .049) for CDMSE.
No significant difference was found in the proportion of internal career locus of control between the co-op and non-co-op group. This study's findings did not support prior investigations that found a relationship between engagement in career exploration activities and an internal career locus of control. One-Way ANOVAs revealed a distinct pattern of significance among groups on work experience satisfaction, regardless of the work term completed. Though the co-op group and non-co-op (related) work experience group were comparable on work experience satisfaction, the non-co-op (unrelated) work experience group reported significantly lower work satisfaction from the single most significant work experience acquired during the college years. Survey feedback indicated that co-op students were well pleased with the opportunity to reality-test their career goals in the cooperative education program. Implications of the findings are discussed, and suggestions for future co-op research are provided.Ph. D.
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Foster, D. B. "Students and their careers : a study of career decision-making self-efficiency and vocationalism in undergraduate students". Thesis, Queen's University Belfast, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.431638.
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Barrow, Clark Eugene. "An examination of factors that influence career decision-making certainty in high school students". [Pensacola, Fla.] : University of West Florida, 2009. http://purl.fcla.edu/fcla/etd/WFE0000171.
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Thesis (Ed.D.)--University of West Florida, 2009.Submitted to the School of Education. Title from title page of source document. Document formatted into pages; contains 148 pages. Includes bibliographical references.
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Srsic, Colby Sandoval. "The association between congruence and two domains of career process self-efficacy : career decision-making self-efficacy and career search efficacy /". The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488192119264192.
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Punch, Renee J., i n/a. "Career Development and Adolescents Who are Hard of Hearing: Career Maturity, Career Decision-Making and Career Barriers Among High School Students in Regular Classes". Griffith University. School of Education and Professional Studies, 2005. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20060608.124321.
Pełny tekst źródłaStreszczenie:
In Australia, as in most English-speaking countries, increasing numbers of children with significant hearing loss are being educated in regular classes with the support of itinerant teachers of the deaf, rather than in segregated settings. These students primarily use their amplified residual hearing and communicate orally, and may be functionally defined as hard of hearing. This thesis reports on a study investigating the career development of hard of hearing high school students attending regular Year 10, 11, and 12 classes with itinerant teacher support in the Australian states of Queensland and New South Wales. The students had bilateral sensorineural hearing losses ranging from mild to profound. The study sought to identify and analyse the key factors that influence the career development of this population. The design of the study was informed by Social Cognitive Career Theory (Lent, Brown, & Hackett, 1994), with its emphasis on cognitive variables, personal agency, diversity, and contextual influences, and the developmental theory of Donald Super and its associated concept of career maturity (Super, 1980; Super, Savickas, & Super, 1996). The study also investigated the social participation of hard of hearing adolescents and the relationship among the students' perceptions of their social participation, their social self-concept, and their career decision-making. The research was conducted using a three-phase, mixed methods approach incorporating two major phases, one quantitative and one qualitative, preceded by a minor, preliminary phase. The preliminary, exploratory phase of the study was included in order to guide the design of the survey instrument, and in particular the section covering perceived career barriers, an area not discussed in the literature for this population. Interviews were conducted with four hard of hearing Year 12 school students and four hard of hearing first-year university students who were recent school-leavers. In phase two, sixty-five hard of hearing students were compared with a matched group of normally hearing peers on measures of career maturity, career indecision, perceived career barriers, social participation and three variables associated with Social Cognitive Career Theory: career decision-making self-efficacy, outcome expectations, and goals. In addition, predictors of career maturity were tested for both groups. Phase three comprised the collection and analysis of qualitative data from interviews with a proportion of the survey respondents to explore the quantitative results in greater depth. Twelve students with hearing losses ranging from moderate to profound participated in these interviews. Results of the quantitative analysis indicated that (a) the two groups did not differ on measures of career maturity or social participation, (b) the Social Cognitive Career Theory variables were less predictive of career behaviours for the hard of hearing students than for the normally hearing students, and (c) perceived career barriers related to hearing loss predicted lower scores on the measure of career development attitudes for the hard of hearing students. The quantitative data also showed that survey respondents reported high levels of anticipation of some hearing-related barriers to achieving their educational or career goals, particularly 'people not understanding my hearing loss.' The results of the qualitative analysis extended many of the quantitative findings, yielding information and insights inaccessible through traditional quantitative methods. The qualitative findings revealed ways in which students perceived potential barriers, how they felt about them, and ways in which their perceptions of barriers influenced their career choice and decision-making. In addition, the qualitative findings revealed a complex interaction among students' social participation with their peers, their experiences of other people's negative reactions, their self-consciousness about their hearing loss, their fears about mishearing people, and their career decision-making. In sum, the study identified potential career barriers as a key factor influencing the career development of this group of hard of hearing students, and clarified understanding of the way in which their social self-concept interacted with their career development. The study's findings contribute to current knowledge and understanding of the career development of adolescents with significant hearing loss who attend regular classes with itinerant teacher support in two states of Australia. The thesis discusses implications for theory and for practice that have arisen from the study, and sets out recommendations for ways in which the career development and transition of this population might be improved.
30
Punch, Renee J. "Career Development and Adolescents Who are Hard of Hearing: Career Maturity, Career Decision-Making and Career Barriers Among High School Students in Regular Classes". Thesis, Griffith University, 2005. http://hdl.handle.net/10072/366624.
Pełny tekst źródłaStreszczenie:
In Australia, as in most English-speaking countries, increasing numbers of children with significant hearing loss are being educated in regular classes with the support of itinerant teachers of the deaf, rather than in segregated settings. These students primarily use their amplified residual hearing and communicate orally, and may be functionally defined as hard of hearing. This thesis reports on a study investigating the career development of hard of hearing high school students attending regular Year 10, 11, and 12 classes with itinerant teacher support in the Australian states of Queensland and New South Wales. The students had bilateral sensorineural hearing losses ranging from mild to profound. The study sought to identify and analyse the key factors that influence the career development of this population. The design of the study was informed by Social Cognitive Career Theory (Lent, Brown, & Hackett, 1994), with its emphasis on cognitive variables, personal agency, diversity, and contextual influences, and the developmental theory of Donald Super and its associated concept of career maturity (Super, 1980; Super, Savickas, & Super, 1996). The study also investigated the social participation of hard of hearing adolescents and the relationship among the students' perceptions of their social participation, their social self-concept, and their career decision-making. The research was conducted using a three-phase, mixed methods approach incorporating two major phases, one quantitative and one qualitative, preceded by a minor, preliminary phase. The preliminary, exploratory phase of the study was included in order to guide the design of the survey instrument, and in particular the section covering perceived career barriers, an area not discussed in the literature for this population. Interviews were conducted with four hard of hearing Year 12 school students and four hard of hearing first-year university students who were recent school-leavers. In phase two, sixty-five hard of hearing students were compared with a matched group of normally hearing peers on measures of career maturity, career indecision, perceived career barriers, social participation and three variables associated with Social Cognitive Career Theory: career decision-making self-efficacy, outcome expectations, and goals. In addition, predictors of career maturity were tested for both groups. Phase three comprised the collection and analysis of qualitative data from interviews with a proportion of the survey respondents to explore the quantitative results in greater depth. Twelve students with hearing losses ranging from moderate to profound participated in these interviews. Results of the quantitative analysis indicated that (a) the two groups did not differ on measures of career maturity or social participation, (b) the Social Cognitive Career Theory variables were less predictive of career behaviours for the hard of hearing students than for the normally hearing students, and (c) perceived career barriers related to hearing loss predicted lower scores on the measure of career development attitudes for the hard of hearing students. The quantitative data also showed that survey respondents reported high levels of anticipation of some hearing-related barriers to achieving their educational or career goals, particularly 'people not understanding my hearing loss.' The results of the qualitative analysis extended many of the quantitative findings, yielding information and insights inaccessible through traditional quantitative methods. The qualitative findings revealed ways in which students perceived potential barriers, how they felt about them, and ways in which their perceptions of barriers influenced their career choice and decision-making. In addition, the qualitative findings revealed a complex interaction among students' social participation with their peers, their experiences of other people's negative reactions, their self-consciousness about their hearing loss, their fears about mishearing people, and their career decision-making. In sum, the study identified potential career barriers as a key factor influencing the career development of this group of hard of hearing students, and clarified understanding of the way in which their social self-concept interacted with their career development. The study's findings contribute to current knowledge and understanding of the career development of adolescents with significant hearing loss who attend regular classes with itinerant teacher support in two states of Australia. The thesis discusses implications for theory and for practice that have arisen from the study, and sets out recommendations for ways in which the career development and transition of this population might be improved.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studies
Full Text
31
Lee, Hee Young. "An expert system for career management within an army structure". Thesis, University of Hertfordshire, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.303407.
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32
Landry, Jamie C. "The relationship between career decision-making and level of anxiety among undergraduate students /". Available to subscribers only, 2006. http://proquest.umi.com/pqdweb?did=1208144671&sid=16&Fmt=2&clientId=1509&RQT=309&VName=PQD.
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33
Ganska, Karen T. "Unemployed Younger Baby Boom Women's Career Decision-Making Experiences: An Interpretative Phenomenological Analysis". Thesis, Duquesne University, 2016. http://digital.library.duq.edu/u?/etd,197175.
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This exploratory qualitative study seeks to describe and understand the career decision-making process of unemployed American women who make up the younger cohort of the baby boom generation, namely those born between 1955 and 1964. Career decision making is a complex process involving a number of generational characteristics as well as personal and economic considerations. Unemployment further complicates this process, especially in the decade prior to receiving retirement benefits. This study uses interpretative phenomenological analysis to analyze semi-structured interviews with eight unemployed younger baby boom women to investigate how their thoughts, assumptions, and opinions affect their career decision-making experience. Bronfenbrenner's bioecological model (2005), Erikson's lifespan theory (1959), and selected career development theories provide lenses through which these women's experiences can be understood. Eight themes emerged from the data, including the following: unemployment as a preparation period; career aspirations; digital natives; age discrimination; bioecological systems influence; generativity vs. stagnation; identity expressed in career decision making; and influence of intuition, chance, and personal factors. The findings suggest that the women used the period of unemployment to become self-aware and thoughtful about future career decision making, and enhance their computer as well as career decision making skills. Implications for theory and counseling practice as well as suggestions for future research are provided.School of Education;
Counselor Education and Supervision (ExCES)
PhD;
Dissertation;
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Prosser, Diane Johnson. "Cognitive complexity, problem solving skill, and career decision making : a structural equation model /". The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487675687174987.
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35
yangaitzu i 楊璦慈. "The Study of the Relationship Among Career Decision-Making Self-Efficacy, Career planning , Career Decision-Making Tansition". Thesis, 2010. http://ndltd.ncl.edu.tw/handle/68024387876191333459.
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碩士國立嘉義大學
輔導與諮商學系研究所(Graduate Institute of Counsel
98
The study aims to investigate the correlations on career decision-making self-efficacy, career planning, career decision-making situation of senior high schools, comprehensive high schools,and vocational-technical schools students。 There are 400 subjects sampled from Chiayi area in Taiwan. All subjects were asked to respond to all of the “career decision-making self-efficacy scale, career planning scale, career decision-making scale . Data were analyzed by oneway Anova, Pearson product-moment correlation and multiple regression analysis. Themain findings of this study were followings: 1. Career decision-making self-efficacy, career planning , career decision-making was found medium. 2. Senior high schools, comprehensive high schools,and vocational-technical schools students have part-time job and career planning program experiences have higher Career decision-making self-efficacy, career planning, career decision-making than others who don’t have any experiences。 3. Career decision-making self-efficacy, career planning correlated. 4.Career decision-making self-efficacy showed predictive capability for career decision-making were positive. 5.Career decision-making situation and career planning showed predictive capability for Career decision-making self-efficacywere positive. According to the findings, some recommendations were provided for studies. Keywords:Career decision-making self-efficacy, Career planning , Career decision-making
36
賴奕銘. "The Relationship among Career Decision-making Styles, Career Decision-making Self-efficacy and Career Decision-making Difficulties of Junior High School Students in Taipei". Thesis, 2013. http://ndltd.ncl.edu.tw/handle/63962762617240446024.
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碩士國立臺灣師範大學
教育心理與輔導學系在職進修碩士班
101
The purpose of the study was to explore the differences and relations among career decision-making styles, career decision-making self-efficacy and career decision-making difficulties of junior high school students in terms of their different backgrounds. We also examined the predictability of career decision-making styles and career decision-making self-efficacy to career decision-making difficulties for junior high school students. The sample consisted of 719 students ( 353 males and 366 females ) from ten junior high schools in Taipei with purposive sampling. The study gathered information through questionnaire surveys. The instruments applied were Career Decision-making Styles Scale, Career Decision-making Self-efficacy Scale and Career Decision-making Difficulties Scale. The obtained data were analyzed by descriptive statistics, one-way MANOVA, canonical correlation analysis, and multiple regression analysis. The results were as follows: 1.The career decision-making styles of junior school students varied significantly in terms of gender, grade, state of decision-making, graduateion career decision, mother’s educational level, but not the father’s educational level, social-economic status. 2.The career decision-making self-efficacy of junior school students varied significantly in terms of gender, state of decision-making, graduateion career decision, father’s educational level, mother’s educational level, social-economic status, but not the grade. 3.The career decision-making difficulties of junior school students varied significantly in terms of gender, grade, state of decision-making, graduateion career decision, father’s educational level, but not the mother’s educational level, social-economic status. 4.There were two significant canonical correlation between career decision-making styles and career decision-making self-efficacy. 5.There were three significant canonical correlation between career decision-making styles and career decision-making difficulties. 6.There were four significant canonical correlation between career decision-making self-efficacy and career decision-making difficulties. 7.The predictabilities of career decision-making styles and career decision-making self-efficacy on career decision-making difficulties were significant. Among which the accurate self-appraisal is the most predictable. Based on the results, suggestions for career guidance and future researches were discussed and proposed.
37
Liu, Chih-Hua, i 劉致華. "The Relationship of college student-athletes’ proactive personality, career decision-making self-efficacy, career motivation, career decision making, and proactive career behavior". Thesis, 2016. http://ndltd.ncl.edu.tw/handle/49792534829681594082.
Pełny tekst źródłaStreszczenie:
碩士國立臺灣師範大學
體育學系
104
According to proactive motivation model, the propose of this study is to find out how student-athletes' proactive personality affect their personal career decision-making self-efficacy, career motivation, career decision making, and proactive career behavior in their career exploring processing. The Participants, 219 student-athletes in college, filling in 6 different questionnaires to estimate the personal information and their tendency of proactive personality, career decision-making self-efficacy, career motivation, career decision making, and proactive career behavior. The results were derived as the follows: 1. Student-athletes’ proactive personality can positively predict individual’s proactive career behavior. 2. The relationship between student-athletes' proactive personality and proactive career behavior can be mediated by their career decision-making self-efficacy and career motivation. 3. The relationship between student-athletes' career decision-making self-efficacy and proactive career behavior can be moderated by career decision making, but individual's career decision making can't be the moderator between the relationship of career motivation and proactive career behavior. Discussions for the result and and recommendation for future research will be discribed in the study.
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Weng, Shao-Hui, i 翁韶徽. "The relationships among attachment, career decision-making styles and career decision-making self-efficacy scale for university students". Thesis, 2011. http://ndltd.ncl.edu.tw/handle/58210107882643275029.
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碩士輔仁大學
兒童與家庭學系碩士班
97
The relationship between attachment, career decision-making style and career decision-making self-efficacy for university students Abstract The purpose of this study is to investigate the relationship between attachment, career decision-making style and career decision-making self-efficacy for university students. I would like to examine whether the relationship between attachment and career decision-making self-efficacy is mediated by career decision-making style. Questionnaires were distributed to 565 third and fourth year university students. The valid questionnaires that were returned 443, including 170 males and 273 females. The data was analyzed by descriptive statistics, Pearson correlations and Path Analysis. The main results were as follows: 1. The aspect of the attachment for father, mother and career decision-making style: Attachment anxiety is significantly related to the intuitive type and dependent type. Attachment avoidance is significantly related to the dependent type. Mother attachment anxiety is significantly related to the rational type. Mother attachment avoidance is significantly related to the dependent type. 2. The aspect of the attachment for father, mother and career decision-making self-efficacy: Attachment avoidance is significantly related to career decision-making self-efficacy. 3. The aspect of career decision-making style and career decision-making self-efficacy: The rational type is significantly related to career decision-making self-efficacy. The dependent type is significantly related to career decision-making self-efficacy. 4. Through Path Analysis found: The relationship between attachment and career decision-making self-efficacy has a mediated effect between rational type and dependent type career decision-making. Keywords: attachment, career decision-making style, career decision-making self-efficacy
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Kelly, Rosemary Ritter. "The relationship between career decision-making self-efficacy and perceived career barriers in the career decision making of selected community college students". 2010. http://www.lib.ncsu.edu/theses/available/etd-03022010-110632/unrestricted/etd.pdf.
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Cao, Xiaowen. "Career decision making : how Chinese adults in Canada make career decisions". Thesis, 1995. http://hdl.handle.net/2429/4333.
Pełny tekst źródłaStreszczenie:
While career counsellors use theoretical career decision making models to prescribe and
describe the career decision making process, it is not clear if these models effectively
account for people's career decision making experiences. In addition, in North America,
most of the career decision making theories and models have been developed on the basis
of small samples of White college students. Few studies have been found concerning how
minority groups make career decisions or determining if the existing career decision
theories and career decision making models are applicable to their career decision making
processes. Given Canada is a multicultural country with thousands of immigrants coming
to settle here every year, it is obviously worthwhile conducting career decision making
studies among minority groups. To this end, Chinese adults who were from Mainland
China were chosen as the subjects for this study.
This study proposed to (1) investigate career decision making processes of Chinese adults
who have been in Canada for at least one year to examine the decision making patterns
involved, (2) examine to what extent the existing North American career decision theories
or models are applicable to this group of people, and (3) potentially discover approaches
to guide future career counselling practice for this group of people.
The participants in this study consisted of twenty Chinese adults, twelve males and eight
females, who came to Canada from Mainland China in recent years for the initial purpose
of academic study or visiting. The Critical Incident Technique was used to collect and
analyze the data in order to elicit critical incidents regarding career decision making. A
total of 207 critical incidents were derived from twenty interviews. Out of these incidents,
two similar career decision making patterns were developed, one of them represents the
participants' career decision making process in China, the other one accounts for their
career decision making process in Canada. Each pattern consisted of three stages that
became the scheme to support the pattern itself. The career decision making pattern that happened in China contains the stages of (1) setting up occupational choices, (2) acting
towards the choices, and (3) reflecting on outcomes. Above and around this pattern, there
existed an external determining context, i.e., the impact of the government policy and
political events, that actually dominated and directed the participants'career decision
making processes. The pattern that reflects the career decision making in Canada includes
the stages of (1) goal setting, (2) acting towards the goals, and (3) reflecting on outcomes.
In this pattern, the external impact of the government and political events diminished
greatly.
In order to ensure trustworthiness and soundness of the categories, and the developed
pattern, the categories and the pattern were subjected to several tests of reliability and
validity. Also identified were another two categories referring to the participants'career
decision making incidents in Canada, separate and unrelated to the pattern, which
indicated a new aspect in the participants' career decision making processes in Canada.
Finally, a comparison was made between the North American theoretical career decision
making models and the results of this study. It was found that the participants' career
decision making pattern did not resemble any of the rational theoretical models reviewed
in this study, although there were some minor aspects that were shared by both the
theories and the results. However, the other two reviewed theories related to social
learning and determining contexts partially account for the results of this study.
Internal and external factors which contribute to shaping the participants' career decision
making pattern were explored and discussed. Implications for counselling and future
research in the area of career decision making involving Chinese adults were suggested.
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lu, su-fang, i 呂素芳. "The Effects of Career Group Counseling on Career Construct System, Career Decision-Making Process, Career Decision-Making Style and Career Decisiveness of College Students- The Personal Construct Theory Approach". Thesis, 1999. http://ndltd.ncl.edu.tw/handle/26916092846505303568.
Pełny tekst źródłaStreszczenie:
碩士國立高雄師範大學
輔導研究所
87
The Effects of Career Group Counseling on Career Construct System, Career Decision-Making Process, Career Decision-Making Style and Career Decisiveness of College Students- The Personal Construct Theory Approach Su-Fang Lu ABSTRACT This study is intended to achieve the following three major purposes: I. To develop a career group counseling program which is based on Personal Construct Psychology and Tiedeman & O''Hara''s Career Decision Theory for college students. II.To investigate the immediate effect and follow-up effect of personal construct theory approach career group counseling on career construct system, career decision-making process, career decision-making style and career decisiveness of college students. III.To individually analyze the change process of the member of experimental group in career construct system, career decision-making process, career decision-making style and career decisiveness during the intervention till follow-up period. The twenty-six subjects enrolled from the colleges of Tainan, Kaohsiung in Taiwan. The students were randomly assigned into the experimental group and the control group. Thirteen of them were in the experimental group and others thirteen students were in the control group. The students in the experimental group participated in eight sessions of personal construct theory approach career group counseling for twenty-four hours in a period of eight weeks. The dependent variables consist of career construct system, career decision-making process, career decision-making style and career decisiveness. They were measured by Career Selection Grid, The Assessment of Career Decision-Making Process, The Assessment of Career Decision-Making Style, Career Decision Scale. The career group counseling is the independent variables. Both the experiment group and the control group were administered before, after career group counseling, and over four-week follow-up. One-way analysis of covariance was adopted to analyze above data. Moreover, the subjects in the experiment group were also interviewed and asked to take projective measurement through questionnaire tests, such as "activities in session feedback questionnaire" and "group counseling feedback questionnaire". The results of the feedback sheets and interviews were used as the proof and supplement of the research results. The main findings and conclusions were as follows: I.The immediate effects of personal construct theory approach career group counseling were: i. Personal construct theory approach career group counseling had a significant immediate effect on reversing the decrement effect of the differentiation of career construct system. ii. Personal construct theory approach career group counseling had a significant immediate effect on increasing of the integration of career construct system. iii. Personal construct theory approach career group counseling had no significant immediate effect on decreasing of the conflict of career construct system. iv. Personal construct theory approach career group counseling had a significant immediate effect on promoting anticipation stage of career decision-making process forward development. v. Personal construct theory approach career group counseling had no significant immediate effect on promoting implementation stage of career decision-making process forward development. vi. Personal construct theory approach career group counseling had a significant immediate effect on promoting rational career decision-making style. vii. Personal construct theory approach career group counseling did not cause any significant difference on intuitive and compliant career decision- making style in immediate effect between the experimental group students and the control group students. viii.Personal construct theory approach career group counseling had no significant immediate effect on promoting career decisiveness. II.The four-week follow-up effects of personal construct theory approach career group counseling were: i. Personal construct theory approach career group counseling had a significant follow-up effect on increasing the differentiation of career construct system. ii. Personal construct theory approach career group counseling had a significant follow-up effect on increasing the integration of career construct system. iii. Personal construct theory approach career group counseling had no significant follow-up effect on decreasing the conflict of career construct system. iv.Personal construct theory approach career group counseling had no significant follow-up effect on promoting anticipation stage and implementation stage of career decision-making process forward development. v. Personal construct theory approach career group counseling had a significant difference on intuitive career decision-making style between the experimental group and the control group. vi. Personal construct theory approach career group counseling had no significant difference on rational career decision-making style and compliant career decision-making style between the experimental group and the control group. vii.Personal construct theory approach career group counseling had no significant follow-up effect on promoting career decisiveness. From the feedback and interviews of the experimental group, we found that the students has positive attitudes for group, and consider career group counseling helpful to become self-awareness of their career decision-making process, career decision-making style, and more think about career transition, gradually realize how to choice suitable career transition, and feel group counseling providing good experience to improve confide in themselves and others. Finally, according to the results of this study, suggestions about practical implementation for counselor and career counseling in college were provided. Some topics deserved further explanation in the advanced research were also discussed.
42
Chiu, Hsiao Yun, i 邱曉韻. "The Relationship among Personality Traits, Career Decision-making Styles and Career Decision-making Self-efficacy of Junior High School Students". Thesis, 2015. http://ndltd.ncl.edu.tw/handle/53844643682784813651.
Pełny tekst źródłaStreszczenie:
碩士明道大學
課程與教學研究所
103
The purpose of the study was to explore the differences and relations among personality traits, career decision-making styles and career decision-making self-efficacy of junior high school students in terms of their different backgrounds. Based on the revision of ‘big five inventory’ ‘career decision-making styles scale’, ‘career decision making self-efficacy scale’ (CDMSE), the questionnaire has been developed for measuring the third year students in Changhua County with the stratified sampling. Totally, there were 800 students in 13 junior high schools involved in this research (96.15%). The obtained data were analyzed by descriptive statistics, one-way ANOVA, Pearson product - moment correlation and multiple regression analysis. The results were as follows: (1) The personality traits of junior school students varied significantly in terms of social-economic status, but not the gender, graduation career decision. (2) The career decision-making styles of junior school students varied significantly in terms of gender, graduation career decision, but not the social-economic status. (3) The career decision-making self-efficacy of junior school students varied significantly in terms of gender, graduation career decision, social-economic status. (4) The personality traits and the career decision-making styles of junior high school students are positively correlated. (5) The personality traits and the career decision-making self-efficacy of junior high school students are positively correlated. (6) The career decision-making styles and the career decision-making self-efficacy of junior high school students are positively correlated. (7) The predictabilities of personality traits and career decision-making styles on career decision-making self-efficacy were significant. Based on the results, suggestions for career counsellor and future researches were discussed and proposed. Keywords: personality traits, career decision-making styles, career decision-making self-efficacy, junior high school students
43
Wen, Min-Hui, i 温敏卉. "A Study on the Effects of Career Self-concept and Career Decision-making Self-efficacy on Career Decision-making of College Graduates in Taiwan". Thesis, 2018. http://ndltd.ncl.edu.tw/handle/6a4c55.
Pełny tekst źródłaStreszczenie:
碩士國立臺北科技大學
技術及職業教育研究所
106
This study aims to explore the relationship among career self-concept, career decision-making self-efficacy and career decision-making of the college students in Taiwan. To achieve the purpose of this study, relevant literature is reviewed first. Subsequently, a survey is conducted among senior students in 17 universities, including national university and private university, by stratified sampling. A total of 900 copies of the questionnaire were distributed, and 764 valid copies were retrieved with effective response rate of 84.8%. After analyzing the data, the differences of background variables were compared, the findings and results were listed as follows： 1.College students have medium degree of Career self-concept. 2.College students have medium degree of Career decision-making self-efficacy. 3.College students have medium degree of Career decision-making, but still need to improve. 4.The career self-concept of those who have work experience, take career guidance and counseling course, and in the science college are above average. 5.The career decision-making self-efficacy of those who have work experience, take career guidance and counseling course, and in the science college are above average. 6.The career decision-making of those who have work experience are above average. 7.College students’ career self-concept has significantly positive impact on the degree of career decision-making. 8.College students’ career self-concept has significantly positive impact on career decision-making self-efficacy. 9.College students’ career decision-making self-efficacy has significantly positive impact on the degree of career decision-making.
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Feng, Doris Hsiao, i 張小鳳. "Familism and succession: A career decision-making perspective". Thesis, 2003. http://ndltd.ncl.edu.tw/handle/58963542744247995911.
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博士國立政治大學
心理學系
91
Summary Family business is an important organizational context among Taiwan entrepreneurs. Global competition brings a huge challenge to owners and the succession across generations for the family business. The second or third generation has a different living standard and educational background than the original business founder. Will the succession be influenced by environmental and personal characteristics? Will the family business heirs not follow the traditional career choices of the family business founder? A pilot study used a qualitative research methodology to explore these questions in a local family business organization in Taiwan, interviewing three generations of family members. Based on the family member’s characteristics and beliefs this business developed its own culture. Because of their commitment to the family, every generation protects and profits the family. The purpose of this research is to use a quantitative method to understand how familism and succession across generations are closely related among Taiwan entrepreneurs. Will personal and environmental assessment influence the relationship between familism and succession? This research uses a self-report questionnaire completed by 94 younger generation members of the family business stock companies. The findings of this research are: 1) Identification of familism and succession behavior is positively related. 2) Familism, personal assessment and environmental assessment are independent from succession and showed no interaction. 3) In the dimension of personal assessment, the resource-benefit can best explain the will to succeed and in the dimension of environment assessment family support can best explain the result of succession. 4) Those above 40 years of age were more likely to identify familism and had more willingness to succession. 5) Males and females are different in identifying familism, the will to succession, and family support, but not much different in the result of succession.
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Ping, Lo Hsiu, i 羅秀萍. "The Relationship among Career Decision-making styles,Career Decision-making Self-efficacy and Big Five Personality of Senior High School Students". Thesis, 2016. http://ndltd.ncl.edu.tw/handle/64725683618638749710.
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碩士高苑科技大學
經營管理研究所
104
The purpose of the study is to explore the differences and relations among career decision-making styles,career decision-making self-efficacy and big five personality traits of the senior high school students in terms of their different backgrounds. Research tools include basic personal information, career decision-making styles scales, career decision self-efficacy scale, and big five personality traits. To study ways to mean, standard deviation, t test, one-way analysis of variance, correlation and multiple regression analysis and other statistical methods. Different backgrounds variables senior high school students in career decision-making styles, career decision self-efficacy and big five personality traits as well as the differences in the case of stratified： 1. The career decision-making styles of senior high school students varied significantly in terms of deep read or not, the through career planning courses ,but not gender, group, my last semester final grade class representing a different location, going to art classes or not, senior high school students after graduating from high school in a different career decision; 2. The career decision-making self-efficacy of senior high school students varied significantly in terms of deep read or not, the through career planning courses , senior high school students after graduating from high school in a different career decision,but not gender, group, going to art classes or not, my last semester final grade class representing a different location; 3. The big five personality traits of senior high school students varied significantly in terms of going to art classes or not, but not gender, group, deep read or not, the through career planning courses , senior high school students after graduating from high school , senior high school students after graduating from high school in a different career decision; There were significant correlation between career decision-making styles,career decision-making self-efficacy and big five personality.Senior high school students career decision self-efficacy of big five personality and career decision-making styles having partially mediated effects. Key word: Career Decision-making styles,Career Decision-making Self-efficacy,Big Five Personality
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Wen, Ya-ting, i 溫雅婷. "A Narrative Research on Career Decision-Making and Career Adaptability of Employment". Thesis, 2013. http://ndltd.ncl.edu.tw/handle/20701954749298562567.
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碩士國立臺南大學
諮商與輔導學系碩士班
101
A Narrative Research on Career Decision-Making and Career Adaptability of Employment Abstract This research aimed at studying from the employment in the schooling period to the period of employment to explore career decision-making, career adaptability, diversion with education impact on the employment of employment situation. According to narrative research, the data was collected by semi-structured interviews and analyzed in the "holistic - content" and "categorical - content" of narrative analysis. The findings are as followed： (一) Career decision-making process When an individual''s survival, basic psychological yet been met, the individual''s career development was likely to change significantly, and not just want to seek stability in the selected occupation. Therefore, when the individual faced with career decision-making, his mandate should also include maintaining hierarchy of needs in the physiological needs of the mission, in order to sustain the development of the individual in career autonomy. (二) Career adaptability process Whether career adaptability after individual career decision-making, or in the course of individual career development, career adaptation process were divided into three stages, namely the exploration period, growth period and stable period, and simultaneously occurred in career adaptability after individual career decision-making and individual career development course. (三) Diversion with education affect career decision-making The timing of the first diversion in the individual career development was a very important opportunity, which almost decided the development of the individual in the direction of his career. Therefore, education policy has a great impact on the diversion timing and opportunity, but the diversion timing and opportunity also affect opportunity for individuals facing career decision-making, and diversion with education not only affect the timing of individual diversion, but also affect the formation of social atmosphere. Finally, the researchers according to the research findings, for practical work and future research make relevant recommendations.
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廖崑志. "Career Decision-Making Process of College Students with Disabilities". Thesis, 2011. http://ndltd.ncl.edu.tw/handle/50878565933125170267.
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碩士國立臺灣師範大學
特殊教育學系
100
The purpose of this research is to explore how students with disabilities choose their college majors while preparing to transit from senior high school to college and also examine the relationship between transition preparation, career decision-making and life adaptation after college enrollment. By using the method of case study, four college students with disabilities as well as their parents and teacher were interviewed as describing their transition preparation and factors they considered at the transition stage. Findings and conclusions of this research are as follows: Ⅰ.Four participants focused on college entrance information acquisition and abilities development, which for the most part concentrated on academic performance only. Transition preparation was beneficial to the follow-up decision-making. Ⅱ.Factors relating to career decision-making can be induced into eight themes: category and degree of disability, college entrance exam scores, aptitude and intention, independent life skills, current college entrance system, employment, recommendation of key persons, and social expectation. Above all, special needs derived from disability were crucial to career decision-making process. Ⅲ.All four participants failed to be admitted to their preferred department. Nevertheless, their life adaptation was not considered to be poor after enrollment. Interests are varied and can be cultivated. The most important factor of adaptation is the abilities cultivated at the transition stage. In conclusion, this research provides suggestions for educational authorities, senior high schools, colleges and future researches based on its findings about career decision-making processes of college students with disabilities.
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Su, Sou-Yi, i 蘇守怡. "Career Decision-Making Process of Siblings of Mental Illness". Thesis, 2017. http://ndltd.ncl.edu.tw/handle/j7z5t8.
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碩士臺北市立大學
心理與諮商學系
105
Abstract The purpose of this study was to explore the career decision-making process of siblings of mental illness by using narrative methodology. For purposive sampling, three siblings of mental illness was invited to be the studying objects, topic discussion includes the experience and impact of the respondents. Throughout the interview, life stories shared by the studying objects was recorded and sorted into text form, describes respondents’ life stories and use holistic-content approach to analyze the study. Due to the different life styles, caused the three respondents to form into different career development and the choice in their processing path, combining affections of the three respondents’ career decision-making process for being the siblings of mental illness. The Conclusions of the study were as follows: 1.By the study of mental illness related knowledge and help people to the position. 2.Stabilize family function through personal career development. 3.Self identity and social identity determine career orientation . Based on the results, some suggestions to practitioner, counselors and future study are provided in the study. Keywords : siblings of mental illness, career decision-making, narrative methodology
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Tsai, Hui Lin, i 蔡慧玲. "A study of Disabilities College Students' Career Self Efficacy and Career Decision-Making". Thesis, 2006. http://ndltd.ncl.edu.tw/handle/51805238024815436248.
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碩士國立暨南國際大學
輔導與諮商研究所
95
The major purpose of this research was to explore the factors related to career self efficacy and career decision-making among college students with disabilities (visually or hearing impaired, or physically disabled). A purposive sampling was taken from 12 schools in Taichung City and Taichung County. Resource room teachers helped distribute a total of 312 copies of a questionnaire of which 130 copies were returned. Of those returned, only one was invalid. The return rate was 41.67%. The research tools included the “Career Self-Efficacy Scale”, the “Career Decision-Making Scale” and the “Basic Personal Investigation Data” compiled by the researcher, analyzed it using the arithmetic mean, percentage, t test, ANOVA, correlation and stepwise multiple regressions. The value is significantly under the standard level of 0.05. The results of this research follow: 1. The overall views on career self efficacy and career decision-making among college students with disabilities. (1) Regarding goal selection, college students with disabilities have a high level of decisiveness. (2) College students with disabilities have a low ability to gather occupational information. (3) College students with disabilities are uncertain about their future plans and direction. (4) The level of self-understanding among college students with disabilities foretells their career decision-making. 2. The various backgrounds of college students with disabilities affects their career self efficacy and career decision-making. (1) There is no significant effect on career self efficacy and career decision-making due to gender or type of impairment. (2) Differences in the attended colleges affects career decision-making, but didn’t influence career self efficacy. (3) Career self efficacy among college students with disabilities is widely affected by what year they are in school. (4) Working experience influences the self-understanding and the self-evaluation of career self efficacy for college students with disabilities. (5) The college department studied affects the selection of career goals and the gathering of occupational information among college students with disabilities. Finally, discussion proceeded from the results of this research, and suggestions were provided to schools, teachers and students for future study and reference.
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楊雯欣. "The Influence of Career Decision-making Self-efficacy and Career Barriers on Career Decision Status for Students from University of Education". Thesis, 2008. http://ndltd.ncl.edu.tw/handle/84290107967731859149.
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碩士國立彰化師範大學
教育研究所
96
Abstract The purpose of this study was to develop a model of career decision-making self-efficacy, career barriers and career decision status and further to explore the relationships among these factors. Subjects were 1170 students attending teacher educational program from six universities of education in Taiwan. Utilizing structural equation modeling, results indicated that career making-decision self-efficacy has a positive effect on career decision state, career barriers has a negative effect on career decision status. In addition, there was a significantly negative correlation between the career decision-making self-efficacy and career barriers. Measurement invariance test was also substantiated on different grade and gender. Suggestions were made for career education, guidance and future research.