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1.
The present study reports on a study conducted with 377 Australian students enrolled in grades 9 through 12. The Australian version of the Career Development Inventory (CDI-A; Lokan, 1984) and a work commitment measure modified for the Australian context (Rowley & Feather, 1987) were administered. Analyses were conducted with the four subscales of the CDI-A as the dependent measures, and two levels of work commitment (high/low), four levels of age (14–17) and gender (female/male) as the independent variables. Work commitment was moderately correlated with all subscales of the CDI-A. Gender differences were evident on work commitment and career maturity. A striking finding was the strong relationship between work commitment and the knowledge component of career maturity for females. Findings are discussed in the context of changing educational and labour market opportunities and the role of education programs in career maturity development.  相似文献   

2.
Summary Founded in 1975, the Ohio Career Education Association has grown and matured into a vital, action-oriented professional organization of 1,700 members. Major initiatives include an outstanding annual conference, a quarterly newsletter, legislative relations activities, partnerships, publicity campaigns, and professional development seminars.CEA's dual mission is to promote the growth and expansion of career education in Ohio and to serve the interests of career education practitioners — teachers, counselors, career program personnel, and other local supporters.The key to CEA's success is that it functions as an active member of Ohio's career education network.Curt Heady is Director, Tri-County Education Program, Nelsonville, Ohio. He is also currently serving as Immediate Past President of the Ohio Career Education Association.  相似文献   

3.
Summary The Virginia Career Information Delivery System—Virginia VIEW, which started in 1979–1980 is an evolving effort to provide career information assistance to the citizens of the Commonwealth. Every person in Virginia has access to the CIDS through a toll-free career information hotline. Over 20,000 callers have used the telephone to make career inquiries. The entire CIDS is available in over 1,000 locations ranging from middle schools, high schools, vocational technical centers, community colleges, colleges and universities, employment rehabilitation and social welfare agencies, to libraries and correctional facilities. Plans for the future of Virginia VIEW include a major system-wide evaluation, career tabloid, and conversion of the current microfiche-based system to hard disk microcomputer.Carl McDaniels is Professor, Program Area Leader, Counselor Education and Project Director, Virginia VIEW, Virginia Polytechnic Institute & State University, Blacksburg, Virginia.  相似文献   

4.
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5.
This study investigates the possible influence of gender and culture on the career maturity and study and work role salience of South African students. Responses to the Life Role Inventory and Career Development Questionnaire of 260 first-year university students (137 white, 123 black) were analyzed. Culture was found to have a significant effect on both career maturity and study and work role salience while gender had no significant effect. Results are related to previous findings from international and South African literature. Implications for counselling are discussed.Paper presented at the International Round Table for the Advancement of Counselling Conference, held at the University of Oporto, Oporto, Portugal, 2–5 April 1991.  相似文献   

6.
【目的】比较不同年级五年制高职护生的职业成熟度有无差异,为进行针对性职业辅导提供依据。【方法】主要采用高职生职业成熟度量表对我校1250名学生进行调查。结果:发现高职护生职业成熟度总体处于中等水平(3.25±0.74),其中职业价值维度远低于低于中等水平(2.48±0.81);不同年级职业成熟度各维度上均存在差异(P<0.05),整个发展趋势呈"U"型曲线。【结论】应针对不同年级护生职业成熟度特点,进行相应的职业辅导,以提高职业适应力。  相似文献   

7.
The Community Career Services (CCS) program at the University of Missouri–Columbia provides one-on-one career counseling using graduate level counselors-in-training and has been in place since the fall of 1978. Community members, faculty/staff, students and alumni have access to Career Center resources such as career planning and job search strategies, graduate practice exams, mock interviews, resume/cover letter critiques and a wealth of printed resources and information through access to the Center's web site. This article discusses the original concept behind development of the program and provides a brief programmatic history. It also provides a demographic overview of the clients participating in the program over the last eight years as well as the benefits of CCS in terms of the community, university, Career Center and counselors-in-training. In addition, it discusses what marketing tools seemed to have been most successful and concludes with possible areas of growth for the program in its future.  相似文献   

8.
This study examined the applicability of Gianakos’ [1999. Journal of Vocational Behavior, 54, 244–258] typology of career choice—stable, conventional, multiple-trial and unstable—to emotional coping with career indecision. Three hundred-twenty (Men = 203, Women = 117) Korean undergraduates were classified into Gianakos’ four career choice types. The Coping with Career Indecision (CCI) scale was administered to measure the emotional coping ability. Results indicated that the stable and the unstable types, respectively, received the lowest and the highest scores on the CCI. Results also demonstrated that overall differences between the four types of career choice in CCI were significant, however, the differences between the conventional and the multiple-trial were not reliable. These findings suggest that consideration of emotional as well as cognitive variables needs to be considered in constructing an ideal typology of career choice.  相似文献   

9.
The present study aimed at conducting a cross-cultural comparison of career maturity between Korea and the United States. First, a Korean version of the Career Attitude Maturity Inventory (CAMI) was constructed. Then, an English version parallel to that Korean version was formed following three stages of procedure; translation, back translation, and field study. Finally, high school students of 11th grade from two different cultures (331 from Korea and 266 from the United States) were administered to the CAMI. Results indicated that constructs of career maturity are similar across two cultures with no gender differences. However, it was found that the level of maturity for those constructs was culture-bound. Those findings were discussed in cultural aspects of the development of career maturity.  相似文献   

10.
While most studies have focused primarily on the correlates of career barriers, research examining specific career barrier typology experienced among college students remains limited. Employing cluster analysis, this study explored the career barrier typology of 318 college students using the Korean college students’ Career Barrier Inventory (KCBI). The variables used in this study included ‘personality’ (hardiness, trait anxiety, locus of control, resilience, and optimism) and ‘career maturity attitude’. Two major conclusions were drawn. Firstly, cluster analysis of the KCBI identified four groups of participants; (a) a salient external career barrier group, (b) a well adjusted group, (c) a salient internal career barrier group, and (d) the worst career barrier group. Secondly, the results suggest discrepant differences of personality variables and career attitude maturity among the clustered groups. Limitations of the present study and suggestions for future research are also discussed.  相似文献   

11.
Three hundred and sixty-seven secondary school students across five year levels (8–12) were assessed for levels of career maturity (attitude and knowledge), work commitment, work value, career decidedness (indecision and certainty), career decision-making self-efficacy and self-esteem, and indicated their age, gender, socioeconomic status, school achievement and work experience. Using two multiple regression analyses, the predictor variables were able to account for 52% of the variance of career maturity attitude, and account for 41% of the variance of career maturity knowledge. Self-efficacy, age, career decidedness (certainty) and work commitment were the main predictors of career maturity attitude. Age, gender, career decidedness (certainty), work commitment and career decidedness (indecision) were the main predictors of career maturity knowledge. Results demonstrated the importance of examining two aspects of career maturity (attitude and knowledge), and were discussed in the context of Super's (1957, 1990) theory of career development.  相似文献   

12.
Summary This overview of the impact of cultural and social influences on career guidance has highlighted both commonalities and uniquenesses evident from contemporary reports on guidance practices around the world. Emphasis was placed on the critical importance of the socialization process on career development with a discussion of familial, social class, and sex-role stereotyping influences in many countries of the world. Recognition was also given to the impact of political ideologies on programs of career guidance, to the school as a reflection of dominant societal values, and to social change as a catalyst for career guidance programs.Prepared for the International Consultation Career Guidance in Higher Education 14–17 December 1981, Robinson College, Cambridge, U.K. Consultation sponsored by International Round Table for the Advancement of Counselling in association with International Association of Universities.She has served as a member of the American Personnel and Guidance Association (APGA) International Relations Committee since 1976 and as chair of this committee from 1 July 1980 through 30 June 1982.  相似文献   

13.
A short 33-item form of the Career Development Inventory was validated on a sample of 310 Iranian high school students. Factor analysis indicated that attitude and cognitive subscale items loaded on their respective factors, and that internal reliability coefficients at all levels were satisfactory to good. Support for validity was demonstrated by associations in the expected direction for career decidedness and career decision-making self-efficacy. This short form of the inventory shows promise as a measure of career maturity with students from a non-Western country.  相似文献   

14.
This study examined the level of career maturity of 324 secondary school students and the impact of career guidance and parental involvement on the career development of these students. The results showed that students who had been exposed to some form of career guidance in school scored higher on the Career Attitude Scale. Those who had received home support in the form of parental involvement in career planning and availability of career role models also showed a higher level of career maturity in terms of career planfulness and work orientation. Although career attitude was found to mature with age, there was no significant sex differences in the career development of these students. Such findings highlighted the importance of career guidance in school and home support in enhancing the career maturity of our students.  相似文献   

15.
Summary Career search self-efficacy has been found to be predictive of individuals' level of career indecision (Taylor & Pompa, 1990) as well as the number of career search activities they actually perform (Solberg et al., in press). This article described the four sources of efficacy information and noted how application of these sources could help individuals become more successful in the career search process. Interventions designed to promote the development of career search self-efficacy are clearly needed. Two instruments for assessing the effectiveness of career search self-efficacy programs are described. Career counselors are urged to incorporate sources of efficacy into their learning experiences to facilitate enhancement of career search selfefficacy, especially with individuals who are at-risk for career search difficulty.The authors would like to thank Steve Brown and Mary Heppner for comments on an earlier draft.  相似文献   

16.
This retrospective chart review study examined the factor structure of the Career Futures Inventory-Revised (CFI-R; Rottinghaus et al. in J Career Assess 20:123–139, 2012) and its utility as a career counseling outcome measure using a sample of 332 clients from a university career center. The CFI-R examines career agency and other career adaptability dimensions germane to clients’ career concerns. Confirmatory factor analysis results supported the proposed factor structure. Changes in CFI-R scale scores are reported for 116 clients who received counseling. The use of the CFI-R as an effectiveness outcome measure for individual, group, and classroom career interventions is addressed.  相似文献   

17.
Interest in career information and guidance (CIG) has grown as part of many countries efforts to strengthen education to improve their workforce. While CIG may facilitate markets in education and training, the provision of CIG itself is subject to market failures. This paper examines the demand for CIG, the structure of supply, and the nature of markets. Based on the OECD Career Guidance Policy Review, it then examines ways that countries have tried to correct such market failures in CIG – clarifying the responsibilities of governments to create the foundations necessary for markets.  相似文献   

18.
Currently a sound and reliable measure of a student-athlete's career development does not exist. The purpose of this study was to develop a psychometrically sound instrument that measures the career situation of student-athletes. Participants for the study were 204 (138 male and 66 female) student-athletes from a large midwestern Division I university. A primary axis factor analysis using promax rotation revealed that five factors, named: Career Development Self-efficacy, Career versus Sport Identity, Locus of Control, Barriers to Career Development, and Sport to Work Relationship, accounted for 81.39% of the common variance in the data. The internal reliability of each factor of the Student-athlete Career Situation Inventory (SACSI) was established using Cronbach's alpha (.70 to .80). The criterion validity of the SACSI was investigated by regressing career experiences and gains on the five factors of the SACSI, resulting in significant squared multiple correlations (.17, .28).  相似文献   

19.
The evolution of Donald Super's construct of Career Maturity (CM) is traced from the Career Pattern Study of the 1950s to the innovative research of the Work Importance Study in the 1980s. Successful attempts to establish the portability of the CM construct across countries, particularly in Canada and Australia, are described. An overview of instruments derived from Super's theories about career development and maturity is presented, together with an overview of research on the correlates of CM. Reference is made to implications of changes over time in the nature of work and the nature of careers for Super's theories. As others have recognised, evolving changes in these areas mean that theories, to remain relevant, also need to evolve. The article includes discussion of some of the dimensions identified more recently as useful in explaining career development levels and patterns, including career indecision and work role salience.  相似文献   

20.
Teachers play an important role supporting young people to form their career identities and to make successful transitions into further learning and work. In England, there has been limited research that has looked specifically at the role of teachers and none of which has tried to establish a measure of teacher attitude toward careers work. This article details the development of the Teachers’ Attitudes toward Career Learning Index, which was created to measure attitudes and engagement in career learning on teachers in England. The instrument went through a survey design process which included content validity and construct validity components. The process identified five underlying factors in teachers’ attitude and engagement in careers work: (1) career learning and support practices, (2) school career strategy attitudes, (3) subject career learning attitudes, (4) career support attitudes, and (5) school career strategy practices. This process helped refined initial theoretical constructs regarding teachers’ roles in careers learning.  相似文献   

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