An assessment package for a life counselling model
- Authors: Horne, Beatrice Ivy
- Date: 2009-09-16T10:04:31Z
- Subjects: Vocational guidance , Career development , Work capacity evaluation
- Type: Thesis
- Identifier: http://ujcontent.uj.ac.za8080/10210/375806 , uj:8624 , http://hdl.handle.net/10210/2965
- Description: D.Phil.
- Full Text: false
- Authors: Horne, Beatrice Ivy
- Date: 2009-09-16T10:04:31Z
- Subjects: Vocational guidance , Career development , Work capacity evaluation
- Type: Thesis
- Identifier: http://ujcontent.uj.ac.za8080/10210/375806 , uj:8624 , http://hdl.handle.net/10210/2965
- Description: D.Phil.
- Full Text: false
Beroepsbeeldtendense by die intellektueel-hoogbegaafde adolessent
- Authors: Botha, Paul Phillipus
- Date: 2014-02-11
- Subjects: Gifted children - Education , Vocational guidance , Career education , Personality and occupation , Vocational interests
- Type: Thesis
- Identifier: uj:3808 , http://hdl.handle.net/10210/9180
- Description: M.Ed. , A lack of optimal self-realization in the pursuit of a career does not only cause career frustration, but also implies a waste of human potential. For this reason vocational guidance at school should function in such a way that the particular needs of intellectually gifted pupils should be observed so that help and support can be given to contribute to the optimal attainment of their potential. The problems related to vocational guidance to the intellectually gifted are mainly due to the fact that these pupils are often able to choose from a large variety of professions due to their particular intellectual abilities, but that these potential do not necessarily correlate with their other personal possibilities. Seen from this point of view, the most important aim of this 'investigation' is to supply pedagogic guidelines based on an analysis and integration of the personal options and career preferences of the gifted in order to assist them in achieving more meaningful self-realization and to prevent the problem of non-optimal utilization of gifted human potential. The manifestation of intrinsic personal potential such as intelligence, ability, interest and personality was researched to determine how it operates within the development of a career image in the highly gifted. The results of the investigation indicate a correlation between different combinations of personal potential and specific career-orientated directions of study. Amore meaningful integration between personal potential and career preference is made possible with the result that the gifted can display ideals and aspirations congruent with their personal potential. Findings led to the following deductions: if the personal potential of the highly gifted is seen in totality there appears to be a combination of personal qualities related to career image development which manifest in clear career tendencies. From these findings one may be justified to assume that the highly gifted may be led to more meaningful self-realization if personal potential such as intelligence, ability, interest and personality are applied as a whole for identification purposes in terms of career recommendations. In addition to the guidelines laid down from the findings of this investigation it is recommended that individual career guidance should be given to the highly gifted in terms of the principles of the Discover system. This system can help the gifted to orientate their values in such a way that the basis for decisionmaking, which implies long-term events, may be founded on a rational basis. It will also help to highlight preferences for certain areas of work through which the attitude to, skills and interest in certain activities may become visible in highly gifted persons.
- Full Text:
- Authors: Botha, Paul Phillipus
- Date: 2014-02-11
- Subjects: Gifted children - Education , Vocational guidance , Career education , Personality and occupation , Vocational interests
- Type: Thesis
- Identifier: uj:3808 , http://hdl.handle.net/10210/9180
- Description: M.Ed. , A lack of optimal self-realization in the pursuit of a career does not only cause career frustration, but also implies a waste of human potential. For this reason vocational guidance at school should function in such a way that the particular needs of intellectually gifted pupils should be observed so that help and support can be given to contribute to the optimal attainment of their potential. The problems related to vocational guidance to the intellectually gifted are mainly due to the fact that these pupils are often able to choose from a large variety of professions due to their particular intellectual abilities, but that these potential do not necessarily correlate with their other personal possibilities. Seen from this point of view, the most important aim of this 'investigation' is to supply pedagogic guidelines based on an analysis and integration of the personal options and career preferences of the gifted in order to assist them in achieving more meaningful self-realization and to prevent the problem of non-optimal utilization of gifted human potential. The manifestation of intrinsic personal potential such as intelligence, ability, interest and personality was researched to determine how it operates within the development of a career image in the highly gifted. The results of the investigation indicate a correlation between different combinations of personal potential and specific career-orientated directions of study. Amore meaningful integration between personal potential and career preference is made possible with the result that the gifted can display ideals and aspirations congruent with their personal potential. Findings led to the following deductions: if the personal potential of the highly gifted is seen in totality there appears to be a combination of personal qualities related to career image development which manifest in clear career tendencies. From these findings one may be justified to assume that the highly gifted may be led to more meaningful self-realization if personal potential such as intelligence, ability, interest and personality are applied as a whole for identification purposes in terms of career recommendations. In addition to the guidelines laid down from the findings of this investigation it is recommended that individual career guidance should be given to the highly gifted in terms of the principles of the Discover system. This system can help the gifted to orientate their values in such a way that the basis for decisionmaking, which implies long-term events, may be founded on a rational basis. It will also help to highlight preferences for certain areas of work through which the attitude to, skills and interest in certain activities may become visible in highly gifted persons.
- Full Text:
Career aspirations of Grade 9 learners in a school for learners with special educational needs
- Authors: Teixeira, Daniella
- Date: 2018
- Subjects: Educational psychology , Vocational guidance , Children with disabilities - Vocational education
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/296470 , uj:32301
- Description: Abstract: Career aspirations, especially of adolescents, play a significant role in shaping career development. However, there appears to be a dearth of research on career aspirations and adolescent learners with special educational needs. Therefore, this research explored the career aspirations of Grade 9 learners in a school with special educational needs. Set within an interpretive paradigm, this research made use of a generic qualitative approach and employed a case study design which permitted the focus to be on understanding the career aspirations of Grade 9 learners with special educational needs. The participants were two Grade 9 learners from a school that caters for learners with special educational needs in this study. Data collection included the following methods: creating a career collage, mapping out a career sociogram, utilising quantitative data in a qualitative manner from a subject-choice assessment battery that was completed by the participants, and an individual interview discussing their thoughts and feelings about their career aspirations. The data collected from the various sources were analysed thematically through inductive content analysis to identify themes and interpret important concepts. The results firstly demonstrate a strong preference for practical careers emerged which reinforces the need for learners with special educational needs for practical, hands-on opportunities. Secondly, the need to help others – whether people or animals – was a significant find as it was reinforced by being passionate about a career. Lastly, intrinsic motivation was identified where the research participants disclosed their career aspirations. Recommendations were based on assisting learners with special educational needs to discover what their career aspirations are and with relevant support structures in place, to refine them and develop them into realistic goals. , M.Ed. (Educational Psychology)
- Full Text:
- Authors: Teixeira, Daniella
- Date: 2018
- Subjects: Educational psychology , Vocational guidance , Children with disabilities - Vocational education
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/296470 , uj:32301
- Description: Abstract: Career aspirations, especially of adolescents, play a significant role in shaping career development. However, there appears to be a dearth of research on career aspirations and adolescent learners with special educational needs. Therefore, this research explored the career aspirations of Grade 9 learners in a school with special educational needs. Set within an interpretive paradigm, this research made use of a generic qualitative approach and employed a case study design which permitted the focus to be on understanding the career aspirations of Grade 9 learners with special educational needs. The participants were two Grade 9 learners from a school that caters for learners with special educational needs in this study. Data collection included the following methods: creating a career collage, mapping out a career sociogram, utilising quantitative data in a qualitative manner from a subject-choice assessment battery that was completed by the participants, and an individual interview discussing their thoughts and feelings about their career aspirations. The data collected from the various sources were analysed thematically through inductive content analysis to identify themes and interpret important concepts. The results firstly demonstrate a strong preference for practical careers emerged which reinforces the need for learners with special educational needs for practical, hands-on opportunities. Secondly, the need to help others – whether people or animals – was a significant find as it was reinforced by being passionate about a career. Lastly, intrinsic motivation was identified where the research participants disclosed their career aspirations. Recommendations were based on assisting learners with special educational needs to discover what their career aspirations are and with relevant support structures in place, to refine them and develop them into realistic goals. , M.Ed. (Educational Psychology)
- Full Text:
The protean career attitude, emotional intelligence and career adjustment
- Authors: Buchner, Morné
- Date: 2009-03-31T09:38:20Z
- Subjects: Career development , Vocational guidance , Emotional intelligence
- Type: Thesis
- Identifier: uj:8267 , http://hdl.handle.net/10210/2377
- Description: D.Litt. et Phil. , The rampant and unpredictable changes in the world of work have recently become a particular point of concern. Organisations worldwide require career agents who are more adaptable to respond appropriately to these challenges. The study aimed to firstly assemble a viable empirical career adjustment model to address these challenges. Secondly, the study differentiated and profiled four career agent groups which utilise this model in different and dynamic ways. These career agent profiles provided an exploratory and contextual platform for the third aim, to uncover a narrative of the adaptable career in the South African context. A convenience sample (n = 427) mostly representing engineers (38%), financial professions (22%) and technicians (15%) responded to three instruments which operationalised the dimensions of the proposed career adjustment model. The dimensions included in the model were the (i) Protean and Boundaryless career attitude, (ii) Emotional Intelligence and (iii) Work-Stressor experience. These dimensions were operationalised by (i) the Protean (Self-Directed Career Management and Values Driven scale) and Boundaryless (Organisationally Mobile and Boundaryless Mindset scale) career attitude scales, (ii) the BarOn EQ-i composite scales (Intrapersonal EQ, Interpersonal EQ, Adaptability, Stress Management and General Mood) and (iii) selected scales from the Sources of Work Stress Inventory (Lack of Autonomy and Workload). These instruments were tested for reliability and validity which provided acceptable results in terms of Cronbach alphas and EFA. The Protean and Boundaryless career attitude (PBca) instrument showed less reliable results with the Values Driven scale (α = .65). The SDCM scale produced more reliable results (α = .74). The BM and OM scales rendered the most reliable results (α = .86 and α = .87 respectively). The other instruments reflect excellent alpha iii coefficients ranging from α = .80 to α = .92 for the SWSI and from α = .81 to α = .96 for the BarOn EQ-i composite scales. The EFA of the PBca was primarily guided by the theoretical structure to extract four factors. A similar process followed for the SWSI rendered excellent factor loadings for General Work Stress (GWS), LA and WL. In the empirical construction of the career adjustment model both the use of correlations and hierarchical multiple regression rendered statistically significant results for the intercorrelations between the proposed dimensions of the model. The correlation results (within and between the dimensions) were as expected except for Organisational Mobility and Self-Directed Career Management which did not correlate significantly. Together the three dimensions predicted approximately 32% to 33% of the explained variance in GWS (i.e. the dependent variable chosen to represent a subjective experience of career adjustment). Overall, the findings supported the proposition that the model could be utilised as a viable career adjustment model. The non-hierarchical clustering analysis provided four significantly different clusters based on the PBca scales which were labelled the Protean (P), the Non- Protean (NP), the Organisationally Mobile Protean (OMp) and the Boundaryless Minded Protean (BMp). The Protean clusters all shared the Self-Directed Career Management and Values-Driven scale. These clusters were distinctly different after considering their attributes which originated from the BarOn EQ-i composites and SWSI scales. The most significant factors (attributes) revealed after conducting Descriptive Discriminant Analysis (DDA) where AD, RA, SM, GM and LA. The DDA procedure rendered Lack of Autonomy (SWSI) and Adaptability (EQ-i) as the most significant discriminators. This lead to the profiling of career agent types, namely the Protean Career Architect, the Conglomerate Citizen (study specific), the Solid Citizen and the Traditionalist. With these career agent profiles as basis an attempt was made to explore how their careers can unfold in the South African context.
- Full Text:
- Authors: Buchner, Morné
- Date: 2009-03-31T09:38:20Z
- Subjects: Career development , Vocational guidance , Emotional intelligence
- Type: Thesis
- Identifier: uj:8267 , http://hdl.handle.net/10210/2377
- Description: D.Litt. et Phil. , The rampant and unpredictable changes in the world of work have recently become a particular point of concern. Organisations worldwide require career agents who are more adaptable to respond appropriately to these challenges. The study aimed to firstly assemble a viable empirical career adjustment model to address these challenges. Secondly, the study differentiated and profiled four career agent groups which utilise this model in different and dynamic ways. These career agent profiles provided an exploratory and contextual platform for the third aim, to uncover a narrative of the adaptable career in the South African context. A convenience sample (n = 427) mostly representing engineers (38%), financial professions (22%) and technicians (15%) responded to three instruments which operationalised the dimensions of the proposed career adjustment model. The dimensions included in the model were the (i) Protean and Boundaryless career attitude, (ii) Emotional Intelligence and (iii) Work-Stressor experience. These dimensions were operationalised by (i) the Protean (Self-Directed Career Management and Values Driven scale) and Boundaryless (Organisationally Mobile and Boundaryless Mindset scale) career attitude scales, (ii) the BarOn EQ-i composite scales (Intrapersonal EQ, Interpersonal EQ, Adaptability, Stress Management and General Mood) and (iii) selected scales from the Sources of Work Stress Inventory (Lack of Autonomy and Workload). These instruments were tested for reliability and validity which provided acceptable results in terms of Cronbach alphas and EFA. The Protean and Boundaryless career attitude (PBca) instrument showed less reliable results with the Values Driven scale (α = .65). The SDCM scale produced more reliable results (α = .74). The BM and OM scales rendered the most reliable results (α = .86 and α = .87 respectively). The other instruments reflect excellent alpha iii coefficients ranging from α = .80 to α = .92 for the SWSI and from α = .81 to α = .96 for the BarOn EQ-i composite scales. The EFA of the PBca was primarily guided by the theoretical structure to extract four factors. A similar process followed for the SWSI rendered excellent factor loadings for General Work Stress (GWS), LA and WL. In the empirical construction of the career adjustment model both the use of correlations and hierarchical multiple regression rendered statistically significant results for the intercorrelations between the proposed dimensions of the model. The correlation results (within and between the dimensions) were as expected except for Organisational Mobility and Self-Directed Career Management which did not correlate significantly. Together the three dimensions predicted approximately 32% to 33% of the explained variance in GWS (i.e. the dependent variable chosen to represent a subjective experience of career adjustment). Overall, the findings supported the proposition that the model could be utilised as a viable career adjustment model. The non-hierarchical clustering analysis provided four significantly different clusters based on the PBca scales which were labelled the Protean (P), the Non- Protean (NP), the Organisationally Mobile Protean (OMp) and the Boundaryless Minded Protean (BMp). The Protean clusters all shared the Self-Directed Career Management and Values-Driven scale. These clusters were distinctly different after considering their attributes which originated from the BarOn EQ-i composites and SWSI scales. The most significant factors (attributes) revealed after conducting Descriptive Discriminant Analysis (DDA) where AD, RA, SM, GM and LA. The DDA procedure rendered Lack of Autonomy (SWSI) and Adaptability (EQ-i) as the most significant discriminators. This lead to the profiling of career agent types, namely the Protean Career Architect, the Conglomerate Citizen (study specific), the Solid Citizen and the Traditionalist. With these career agent profiles as basis an attempt was made to explore how their careers can unfold in the South African context.
- Full Text:
The relationship between personality traits and perceived career barriers amongst young adults in South Africa
- Authors: Yates, Duncan
- Date: 2012-02-28
- Subjects: Personality , Vocational guidance , Career development , Young adults conduct of life , Young adults life skills guide , Young adults employment
- Type: Thesis
- Identifier: uj:2089 , http://hdl.handle.net/10210/4435
- Description: M.A. , Young adults who are entering the world of work are facing increasing challenges, resulting in elevated levels of employment uncertainty and anxiety. Many of these challenges are due to the continuously changing work environment, which is buffeted by the socio-political and economic climate - both in and outside South Africa. Other challenges could be related to factors such as lack of confidence, decision making difficulties, dissatisfaction with career choice and difficulties with social networking. As a result of such challenges young adults may perceive career barriers that would have an impact on their career development. These challenges could be influenced by an individual’s personality traits. The purpose of this study was to ascertain the career barriers most perceived by young adults. The study also aimed to assess whether any relationship exists between personality traits and perceived career barriers. The sample consisted of 193 participants from two universities in South Africa. Each participant completed a biographical data questionnaire, the Basic Traits Inventory- Short Form and the Career Barriers Inventory-Revised. The three highest standardised mean scores for the perceived career barrier scales were Racial Discrimination (M = 4.90), Dissatisfaction with Career (M = 4.56) and Sex Discrimination (M = 4.49). Examination of the individual personality traits in relation to perceived career barriers was done through the use of Pearson’s product-moment correlations. Extroversion yielded statistically significant negative correlations with the following perceived career barriers: Decision–Making Difficulties (r = -0.241; p < 0.01) and Inadequate Preparation (r = -0.149; p < 0.05). Conscientiousness showed a statistically significant positive relationship with Sex Discrimination (r = 0.274; p < 0.01). The results also indicated a statistically significant positive correlation between Agreeableness and Job Market Constraints (r = 0.166; p < 0.05). This study has implications for career guidance counsellors in their endeavours to provide a comprehensive service to young adults who have difficulties overcoming perceived career barriers.
- Full Text:
- Authors: Yates, Duncan
- Date: 2012-02-28
- Subjects: Personality , Vocational guidance , Career development , Young adults conduct of life , Young adults life skills guide , Young adults employment
- Type: Thesis
- Identifier: uj:2089 , http://hdl.handle.net/10210/4435
- Description: M.A. , Young adults who are entering the world of work are facing increasing challenges, resulting in elevated levels of employment uncertainty and anxiety. Many of these challenges are due to the continuously changing work environment, which is buffeted by the socio-political and economic climate - both in and outside South Africa. Other challenges could be related to factors such as lack of confidence, decision making difficulties, dissatisfaction with career choice and difficulties with social networking. As a result of such challenges young adults may perceive career barriers that would have an impact on their career development. These challenges could be influenced by an individual’s personality traits. The purpose of this study was to ascertain the career barriers most perceived by young adults. The study also aimed to assess whether any relationship exists between personality traits and perceived career barriers. The sample consisted of 193 participants from two universities in South Africa. Each participant completed a biographical data questionnaire, the Basic Traits Inventory- Short Form and the Career Barriers Inventory-Revised. The three highest standardised mean scores for the perceived career barrier scales were Racial Discrimination (M = 4.90), Dissatisfaction with Career (M = 4.56) and Sex Discrimination (M = 4.49). Examination of the individual personality traits in relation to perceived career barriers was done through the use of Pearson’s product-moment correlations. Extroversion yielded statistically significant negative correlations with the following perceived career barriers: Decision–Making Difficulties (r = -0.241; p < 0.01) and Inadequate Preparation (r = -0.149; p < 0.05). Conscientiousness showed a statistically significant positive relationship with Sex Discrimination (r = 0.274; p < 0.01). The results also indicated a statistically significant positive correlation between Agreeableness and Job Market Constraints (r = 0.166; p < 0.05). This study has implications for career guidance counsellors in their endeavours to provide a comprehensive service to young adults who have difficulties overcoming perceived career barriers.
- Full Text:
Opvoeding en die beroepslewe
- Authors: Van Zyl, P.
- Date: 2009-05-07T07:11:43Z
- Subjects: Education and work , Vocational guidance
- Type: Inaugural
- Identifier: uj:15004 , http://hdl.handle.net/10210/2486
- Description: Inaugural lecture--Faculty of Education, Rand Afrikaans University, 16 October 1968 , Education and work are two fundamental structures of human life. Education implies assistance given to a non-adult en route to adulthood. Work is one of the primordial means by which man creates and maintains a human world. The child should be brought up to be a worker, a co-worker, in a human world. Work forms the basis of various occupational fields, typical of the adult world. In his vocational life man expresses his convictions as regards the meaning of life. Vocational orientation is an important pedagogical affair which may not be neglected until puberty or adolescence. An attitude of personal responsibility to contribute something meaningful to life should be awakened from early childhood. This is done by the example of adulthood as being presented by grown-ups fulfilling their daily tasks. The choice of a vocation is a personal choice which cannot be made for young people on account of the results of psychometric tests only. In a complex occupational structure young people need assistance to decide responsibly. This responsibility must be faced by educator and educand. It is the responsibility of the community to provide a setting in which becoming an adult with faith in a meaningful future is possible. Modern trends in vocational life cause some educational problems. These should not necessarily be regarded to be pathological. They are-opportunities appealing to educators to find new ways and means to educate the generation of the emerging age for their human task.
- Full Text:
- Authors: Van Zyl, P.
- Date: 2009-05-07T07:11:43Z
- Subjects: Education and work , Vocational guidance
- Type: Inaugural
- Identifier: uj:15004 , http://hdl.handle.net/10210/2486
- Description: Inaugural lecture--Faculty of Education, Rand Afrikaans University, 16 October 1968 , Education and work are two fundamental structures of human life. Education implies assistance given to a non-adult en route to adulthood. Work is one of the primordial means by which man creates and maintains a human world. The child should be brought up to be a worker, a co-worker, in a human world. Work forms the basis of various occupational fields, typical of the adult world. In his vocational life man expresses his convictions as regards the meaning of life. Vocational orientation is an important pedagogical affair which may not be neglected until puberty or adolescence. An attitude of personal responsibility to contribute something meaningful to life should be awakened from early childhood. This is done by the example of adulthood as being presented by grown-ups fulfilling their daily tasks. The choice of a vocation is a personal choice which cannot be made for young people on account of the results of psychometric tests only. In a complex occupational structure young people need assistance to decide responsibly. This responsibility must be faced by educator and educand. It is the responsibility of the community to provide a setting in which becoming an adult with faith in a meaningful future is possible. Modern trends in vocational life cause some educational problems. These should not necessarily be regarded to be pathological. They are-opportunities appealing to educators to find new ways and means to educate the generation of the emerging age for their human task.
- Full Text:
The effect of a career guidance training programme on volunteer trainees
- Authors: Molefe, M. J.
- Date: 2008-11-11T06:45:52Z
- Subjects: Vocational guidance , Career development
- Type: Thesis
- Identifier: uj:14632 , http://hdl.handle.net/10210/1586
- Description: M.A. , There is a serious need for effective career guidance programmes in schools. Most of the research point out that the need is more evident in African schools. This can be linked to the high school dropout rate, resulting in unemployment and a low quality of life in some sectors of the population. Other factors like poverty and parents’ socio -economic status plays a part. This study sees the school as the most important setting and environment that is responsible for developing and promoting quality career development programmes that will produce learners that are going to be self-reliant in life. For such programmes to address the needs of the learners, they should be developmental in nature. Some of the characteristics of a developmental career development programme are that it takes all children in the school into consideration. It also has a preventative emphasis. The study raises concerns about the nature of career development in schools and whether their programmes are developmental in nature. The training of the guidance counsellors, as they are responsible for programme development, is also an issue. The study therefore describes at length a developmental career guidance programme, its characteristics, principles on which it is based and implementation. The psycho-education model is seen as a proper vehicle for training and for enhancing the skills of the guidance counsellors. A training manual in career development was developed as an intervention process in this study. Ten teachers who were firstly interviewed to assess their level of knowledge and training on career development were trained using this manual. The teachers were then interviewed, and gave a descriptive account of the knowledge acquired from the training. The results are discussed with reference to the theory and literature that are put forward in this study. The evaluation of the intervention of the study, which was the training manual, was positive. The teachers described it as helpful and easy to apply.
- Full Text:
- Authors: Molefe, M. J.
- Date: 2008-11-11T06:45:52Z
- Subjects: Vocational guidance , Career development
- Type: Thesis
- Identifier: uj:14632 , http://hdl.handle.net/10210/1586
- Description: M.A. , There is a serious need for effective career guidance programmes in schools. Most of the research point out that the need is more evident in African schools. This can be linked to the high school dropout rate, resulting in unemployment and a low quality of life in some sectors of the population. Other factors like poverty and parents’ socio -economic status plays a part. This study sees the school as the most important setting and environment that is responsible for developing and promoting quality career development programmes that will produce learners that are going to be self-reliant in life. For such programmes to address the needs of the learners, they should be developmental in nature. Some of the characteristics of a developmental career development programme are that it takes all children in the school into consideration. It also has a preventative emphasis. The study raises concerns about the nature of career development in schools and whether their programmes are developmental in nature. The training of the guidance counsellors, as they are responsible for programme development, is also an issue. The study therefore describes at length a developmental career guidance programme, its characteristics, principles on which it is based and implementation. The psycho-education model is seen as a proper vehicle for training and for enhancing the skills of the guidance counsellors. A training manual in career development was developed as an intervention process in this study. Ten teachers who were firstly interviewed to assess their level of knowledge and training on career development were trained using this manual. The teachers were then interviewed, and gave a descriptive account of the knowledge acquired from the training. The results are discussed with reference to the theory and literature that are put forward in this study. The evaluation of the intervention of the study, which was the training manual, was positive. The teachers described it as helpful and easy to apply.
- Full Text:
Die rol van 'n streekopleidingsentrum in die beroepskeuse van laevlak werkers
- Janse van Rensburg, Johannes Lodewyk
- Authors: Janse van Rensburg, Johannes Lodewyk
- Date: 2015-03-18
- Subjects: Vocational guidance
- Type: Thesis
- Identifier: uj:13510 , http://hdl.handle.net/10210/13540
- Description: M.Phil. , The explosion of knowledge during the past century resulted in the orlgln of many new types of jobs as well as greater specialisation within jobs. Making a career decision became a complicated process. Although low level workers comprise a great number of the work force in this country, assistance with career planning to this group is limited. Because of this, many of them often find themselves in jobs in which they are not happy, either because their interests or abilities are irreconcileable with the job requirements or they do not adjust well to their working environment. To combat unemployment in the case of unskilled workers, the government yearly allocates an amount of money for training purposes. A large amount of this money is channeled to the nine regional training centres in the country. At the moment the only selection criterium for courses at these centres, is basically, a minimum education level. Career maturity to make a meaningful decision as well as the student's occupational interests are not taken into consideration as such. To ensure that the most suitable person is found for a certain position, some employers make use of scientific selection techniques, others not. In most cases tertiary institutions render vocational guidance to students and psychometric selection takes place before allowing them to enroll for a particular course. Lately, even at school, the abovementioned procedures are in operation. When children at school have to choose certain subjects, they have to write psychometric tests before a decision can be made. The question arises as to why trainees at regional training centres are not treated in the same way as students at the other training institutions...
- Full Text:
- Authors: Janse van Rensburg, Johannes Lodewyk
- Date: 2015-03-18
- Subjects: Vocational guidance
- Type: Thesis
- Identifier: uj:13510 , http://hdl.handle.net/10210/13540
- Description: M.Phil. , The explosion of knowledge during the past century resulted in the orlgln of many new types of jobs as well as greater specialisation within jobs. Making a career decision became a complicated process. Although low level workers comprise a great number of the work force in this country, assistance with career planning to this group is limited. Because of this, many of them often find themselves in jobs in which they are not happy, either because their interests or abilities are irreconcileable with the job requirements or they do not adjust well to their working environment. To combat unemployment in the case of unskilled workers, the government yearly allocates an amount of money for training purposes. A large amount of this money is channeled to the nine regional training centres in the country. At the moment the only selection criterium for courses at these centres, is basically, a minimum education level. Career maturity to make a meaningful decision as well as the student's occupational interests are not taken into consideration as such. To ensure that the most suitable person is found for a certain position, some employers make use of scientific selection techniques, others not. In most cases tertiary institutions render vocational guidance to students and psychometric selection takes place before allowing them to enroll for a particular course. Lately, even at school, the abovementioned procedures are in operation. When children at school have to choose certain subjects, they have to write psychometric tests before a decision can be made. The question arises as to why trainees at regional training centres are not treated in the same way as students at the other training institutions...
- Full Text:
Kurrikulumvereistes vir 'n opvoedkundige leidingsprogram
- Botha, Simon Christoffel Jacobus
- Authors: Botha, Simon Christoffel Jacobus
- Date: 2014-02-10
- Subjects: Curriculum planning , Vocational guidance
- Type: Thesis
- Identifier: uj:3690 , http://hdl.handle.net/10210/9073
- Description: M.Ed. (Curriculum Studies) , Please refer to full text to view abstract
- Full Text:
- Authors: Botha, Simon Christoffel Jacobus
- Date: 2014-02-10
- Subjects: Curriculum planning , Vocational guidance
- Type: Thesis
- Identifier: uj:3690 , http://hdl.handle.net/10210/9073
- Description: M.Ed. (Curriculum Studies) , Please refer to full text to view abstract
- Full Text:
The effects of test interpretation styles and the status of tests in career counselling
- Authors: Frade, Nelia
- Date: 2008-11-03T06:48:29Z
- Subjects: Vocational guidance , Psychological tests
- Type: Thesis
- Identifier: uj:14034 , http://hdl.handle.net/10210/1442
- Description: D.Litt. et Phil. , Career counselling is an activity that influences a wide range of people, from adolescents to adults. Contemporary writers on the subject, for example Brown and Brooks (1996) and Gysbers (1998), are increasingly emphasising the view that career development is a life span issue and that it affects other life roles. Given this, these writers advocate that career counselling should equip the client with the necessary skills to make career decisions. They contend that individuals can only make sensible career decisions when career counsellors facilitate conditions that enable clients to gain self-knowledge and career knowledge (Sharf, 1997). To this end, career counsellors frequently use psychological tests. A fundamental consideration in using psychological tests is that the tests be of high technical status. This implies that the tests are (a) reliable and valid, (b) item content and norms are appropriate, and (c) test instructions and interpretation methods are clear (Foxcroft, 2001). Numerous guidelines exist for the construction and application of psychological tests. Unfortunately, the same cannot be said for the dissemination of test results to facilitate appropriate interpretation (Zytowski, 1999). The above factors illustrate the importance of career counselling. The purpose of this study is therefore to attempt to fill a perceived gap in the literature, and provide more information on the social influence of career counsellors and psychological tests. Since there is presently no specific overview of the standing and status of test interpretation styles and the status of tests in career counselling, this study will attempt to broaden the knowledge base pertaining to the best practice for career counselling. A theoretical overview of career counselling models is presented as a means of introducing those career counselling models that have been instrumental in guiding the practice of career counselling. The literature shows that the career counselling approach adopted by counsellors is based on their theoretical orientation. From the above discussion it is evident that the use of psychological tests is pertinent to the career counselling process. Consensus has been reached as to the appropriateness and status of psychometric tests and but not as to the most appropriate means of disseminating test results. This study alludes to the importance of involving clients in the interpretation of test results. As such this study hypothesises that test interpretation styles that involve clients will be deemed more valuable by the client. This implies that the clients will perceive the session as having more depth, smoothness, positivity and arousal. In addition, this study contends that clients who are involved in the test interpretation process will perceive their counsellors as more influential on the social influence dimensions of expertness, attractiveness and trustworthiness (Hanson et al., 1997). Furthermore, this study speculates that psychological tests need to be of high technical status or else clients will be less willing to accept the test results (Walsh & Betz, 1995). From this perspective, this study hypothesises that clients who are actively involved in the interpretation of test results and are aware of the status of the test, namely that it is of high status, will be more inclined to accept test results as being valid. Similarly, these clients will perceive the counsellor as being more expert, trustworthy and attractive. In an attempt to confirm these hypotheses, thirty-two postgraduate students in psychology at the Rand Afrikaans University (RAU) were randomly assigned to four experimental conditions. These conditions consisted of high or low test status and a test interpretation style that either encouraged collaboration or discouraged collaboration. The former test interpretation style was termed the non-delivered test interpretation style, whilst the latter was known as the delivered test interpretation style. The measurement instruments included the Counselor Rating Form-Short Version (CRF-S) and the SEQ. The CRF-S was used to elicit scores pertaining to counsellor characteristics of expertness, trustworthiness and attractiveness. The SEQ was employed to obtain a measure of session impact, where impact is measured in terms of session depth, smoothness, positivity and arousal. The results of this study were attained using a 2 „e 2 factorial design. MANCOVAs, ANCOVAs and t-tests were used to elicit statistical results. The statistical results showed that counsellors employing a non-delivered test interpretation style were more influential on the dimensions of attractiveness and trustworthiness. These results attest to the fact that counsellors who use non-delivered test interpretation styles are perceived by their clients as being similar to them and as having positive regard for them. Similarly, non-delivered counsellors are perceived as having their client¡¦s best interests at heart. These are essential components of any counselling situation. The results refuted the hypothesis that non-delivered test interpretation styles would have more impact than delivered test interpretation styles, where impact is measured in terms of session depth, smoothness, positivity and arousal. The implications of this finding indicate that, in general and irrespective of the style used by the counsellor, counselling sessions should provide the client with session depth, smoothness, positivity and arousal. The challenge facing counsellors is to provide the style of interpretation that meets the needs of the client. Lastly, this research can allow one to infer that the consumers of psychological tests continue to assume that psychological tests are of high technical status. Given this, it is the responsibility of those who construct tests and those who use tests to ensure that tests continue to be of high technical status. This research has confirmed that test interpretations, as interventions, affect the counselling process in clinically meaningful and measurable ways.
- Full Text:
- Authors: Frade, Nelia
- Date: 2008-11-03T06:48:29Z
- Subjects: Vocational guidance , Psychological tests
- Type: Thesis
- Identifier: uj:14034 , http://hdl.handle.net/10210/1442
- Description: D.Litt. et Phil. , Career counselling is an activity that influences a wide range of people, from adolescents to adults. Contemporary writers on the subject, for example Brown and Brooks (1996) and Gysbers (1998), are increasingly emphasising the view that career development is a life span issue and that it affects other life roles. Given this, these writers advocate that career counselling should equip the client with the necessary skills to make career decisions. They contend that individuals can only make sensible career decisions when career counsellors facilitate conditions that enable clients to gain self-knowledge and career knowledge (Sharf, 1997). To this end, career counsellors frequently use psychological tests. A fundamental consideration in using psychological tests is that the tests be of high technical status. This implies that the tests are (a) reliable and valid, (b) item content and norms are appropriate, and (c) test instructions and interpretation methods are clear (Foxcroft, 2001). Numerous guidelines exist for the construction and application of psychological tests. Unfortunately, the same cannot be said for the dissemination of test results to facilitate appropriate interpretation (Zytowski, 1999). The above factors illustrate the importance of career counselling. The purpose of this study is therefore to attempt to fill a perceived gap in the literature, and provide more information on the social influence of career counsellors and psychological tests. Since there is presently no specific overview of the standing and status of test interpretation styles and the status of tests in career counselling, this study will attempt to broaden the knowledge base pertaining to the best practice for career counselling. A theoretical overview of career counselling models is presented as a means of introducing those career counselling models that have been instrumental in guiding the practice of career counselling. The literature shows that the career counselling approach adopted by counsellors is based on their theoretical orientation. From the above discussion it is evident that the use of psychological tests is pertinent to the career counselling process. Consensus has been reached as to the appropriateness and status of psychometric tests and but not as to the most appropriate means of disseminating test results. This study alludes to the importance of involving clients in the interpretation of test results. As such this study hypothesises that test interpretation styles that involve clients will be deemed more valuable by the client. This implies that the clients will perceive the session as having more depth, smoothness, positivity and arousal. In addition, this study contends that clients who are involved in the test interpretation process will perceive their counsellors as more influential on the social influence dimensions of expertness, attractiveness and trustworthiness (Hanson et al., 1997). Furthermore, this study speculates that psychological tests need to be of high technical status or else clients will be less willing to accept the test results (Walsh & Betz, 1995). From this perspective, this study hypothesises that clients who are actively involved in the interpretation of test results and are aware of the status of the test, namely that it is of high status, will be more inclined to accept test results as being valid. Similarly, these clients will perceive the counsellor as being more expert, trustworthy and attractive. In an attempt to confirm these hypotheses, thirty-two postgraduate students in psychology at the Rand Afrikaans University (RAU) were randomly assigned to four experimental conditions. These conditions consisted of high or low test status and a test interpretation style that either encouraged collaboration or discouraged collaboration. The former test interpretation style was termed the non-delivered test interpretation style, whilst the latter was known as the delivered test interpretation style. The measurement instruments included the Counselor Rating Form-Short Version (CRF-S) and the SEQ. The CRF-S was used to elicit scores pertaining to counsellor characteristics of expertness, trustworthiness and attractiveness. The SEQ was employed to obtain a measure of session impact, where impact is measured in terms of session depth, smoothness, positivity and arousal. The results of this study were attained using a 2 „e 2 factorial design. MANCOVAs, ANCOVAs and t-tests were used to elicit statistical results. The statistical results showed that counsellors employing a non-delivered test interpretation style were more influential on the dimensions of attractiveness and trustworthiness. These results attest to the fact that counsellors who use non-delivered test interpretation styles are perceived by their clients as being similar to them and as having positive regard for them. Similarly, non-delivered counsellors are perceived as having their client¡¦s best interests at heart. These are essential components of any counselling situation. The results refuted the hypothesis that non-delivered test interpretation styles would have more impact than delivered test interpretation styles, where impact is measured in terms of session depth, smoothness, positivity and arousal. The implications of this finding indicate that, in general and irrespective of the style used by the counsellor, counselling sessions should provide the client with session depth, smoothness, positivity and arousal. The challenge facing counsellors is to provide the style of interpretation that meets the needs of the client. Lastly, this research can allow one to infer that the consumers of psychological tests continue to assume that psychological tests are of high technical status. Given this, it is the responsibility of those who construct tests and those who use tests to ensure that tests continue to be of high technical status. This research has confirmed that test interpretations, as interventions, affect the counselling process in clinically meaningful and measurable ways.
- Full Text:
The career aspirations of grade seven learners in a community school
- Authors: Robinson, Lucy Ann
- Date: 2015
- Subjects: Vocational guidance , Vocational education , Career development
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/83190 , uj:19059
- Description: Abstract: The shift in career development in recent years towards a lifespan developmental concept of career behaviour (Watson, McMahon, Foxcroft & Els, 2010) where career development is viewed as occurring in stages, beginning in childhood and continuing throughout one’s life (Auger, Blackhurst & Wahl, 2005; Gottfredson, 1981), has meant that it has become increasingly more important to explore the career aspirations of primary school learners in order to assist learners in fulfilling their career goals. Studies show that children’s career aspirations are a reliable indicator of their future careers (Schoon, 2001; Seligman, Weinstock & Heflin, 1991; Trice & McClellan, 1993), and this contradicts the common misconception that children and adolescents are incapable of comprehending the world of work (Porfeli, Hartung & Vondracek, 2008). Given the scarcity of literature on the career aspirations of primary school learners, there is a growing demand for research in this area in both an international and local context (Patton & Creed, 2007). Furthermore, research on the career aspirations of South African children from low socio-economic backgrounds is needed as the career research that has been done focuses on white, middle-class learners, and the relevance of this research to learners from differing socio-economic backgrounds is not clear (Arulmani, Van Laar & Easton, 2001; Venter, Watson & Fouche, 2006). The implications of such research could include the implementation of contextually-relevant career guidance programmes and support in order to assist learners to experience continuity in their career development and achievement of their long-term career goals. Therefore, this research aimed to explore the career aspirations of grade seven learners at a community school. Set within an interpretivist paradigm, this research utilised a qualitative approach in order to conduct an in-depth exploration of the research topic. A generic qualitative research design was used to explore the career aspirations of the research participants because this design allowed for thorough exploration and included elements of description, interpretation and understanding (Merriam, 2009)... , M.Ed. (Educational Psychology)
- Full Text:
- Authors: Robinson, Lucy Ann
- Date: 2015
- Subjects: Vocational guidance , Vocational education , Career development
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/83190 , uj:19059
- Description: Abstract: The shift in career development in recent years towards a lifespan developmental concept of career behaviour (Watson, McMahon, Foxcroft & Els, 2010) where career development is viewed as occurring in stages, beginning in childhood and continuing throughout one’s life (Auger, Blackhurst & Wahl, 2005; Gottfredson, 1981), has meant that it has become increasingly more important to explore the career aspirations of primary school learners in order to assist learners in fulfilling their career goals. Studies show that children’s career aspirations are a reliable indicator of their future careers (Schoon, 2001; Seligman, Weinstock & Heflin, 1991; Trice & McClellan, 1993), and this contradicts the common misconception that children and adolescents are incapable of comprehending the world of work (Porfeli, Hartung & Vondracek, 2008). Given the scarcity of literature on the career aspirations of primary school learners, there is a growing demand for research in this area in both an international and local context (Patton & Creed, 2007). Furthermore, research on the career aspirations of South African children from low socio-economic backgrounds is needed as the career research that has been done focuses on white, middle-class learners, and the relevance of this research to learners from differing socio-economic backgrounds is not clear (Arulmani, Van Laar & Easton, 2001; Venter, Watson & Fouche, 2006). The implications of such research could include the implementation of contextually-relevant career guidance programmes and support in order to assist learners to experience continuity in their career development and achievement of their long-term career goals. Therefore, this research aimed to explore the career aspirations of grade seven learners at a community school. Set within an interpretivist paradigm, this research utilised a qualitative approach in order to conduct an in-depth exploration of the research topic. A generic qualitative research design was used to explore the career aspirations of the research participants because this design allowed for thorough exploration and included elements of description, interpretation and understanding (Merriam, 2009)... , M.Ed. (Educational Psychology)
- Full Text:
Evaluering van ‘n loopbaanberadingsintervensie met behulp van die loopbaanportefeulje-aktiwiteitswerkboek
- Authors: Fraser, Marié
- Date: 2011-06-22T10:39:13Z
- Subjects: Vocational guidance , Career development
- Type: Thesis
- Identifier: uj:7106 , http://hdl.handle.net/10210/3700
- Description: M.Ed.
- Full Text:
- Authors: Fraser, Marié
- Date: 2011-06-22T10:39:13Z
- Subjects: Vocational guidance , Career development
- Type: Thesis
- Identifier: uj:7106 , http://hdl.handle.net/10210/3700
- Description: M.Ed.
- Full Text:
An investigation of the perceptions of the influence of parents or significant others on the career decisions made by South African first-year students at the University of Johannesburg
- Mantsena, Mikateko Adolphina
- Authors: Mantsena, Mikateko Adolphina
- Date: 2012-06-08
- Subjects: Vocational guidance , Vocational interests , Personality and occupation , Career development , Black students
- Type: Mini-Dissertation
- Identifier: uj:8736 , http://hdl.handle.net/10210/5089
- Description: M.Ed. , Career decision-making has always been a complicated process for South African African students. They often do not receive enough information about career implications of the courses that they are about to choose which may lead to many South African African students making a career choice on a trial and error basis . In addition, they lack the skills of integrating career and self-knowledge and are likely to lack realistic understanding of the world of work and opportunities available for them. The influence of parents or significant others is one of the many factors that influence career decisions. Many African South African students are the first generation students in Higher Education due to the restrictions of the Apartheid era before 1994 and the socio-economic status resulting from that in the decade after 1994. This study focuses on the first year South African students who entered Higher Education in 2008. The investigation is about the perceptions of these first generation students about the influence of significant people on their career decisions. The inquiry utilized a qualitative approach due to its exploratory, descriptive and contextual nature. Furthermore, qualitative research provides information on how the first year students at the University of Johannesburg have made their career decisions. The data collection methods included semi-structured interviews with eighteen participants which permitted the participants to express themselves in ways that are not constrained and dictated by the researcher. Data obtained was analyzed using content analysis to determine the common themes that emerged and to offer a model for systematic qualitative analysis with clear procedures for checking the quality of analysis conducted. The findings revealed that there are no significant differences between the first generation rural and urban students. The role models (parents, teachers, cousins, siblings, uncles, social workers) of both rural and urban students provided support with regard to career information, emotional support in the form of acknowledgement and faith in the participants. The influence is broad and covers all the aspects relating to career decision making such as self-knowledge, reality check, remuneration, career planning, career and self exploration. Career counseling should receive renewed attention on school and HE level and all stakeholders in the school and business community should be involved. Parents should be involved in all instances.
- Full Text:
- Authors: Mantsena, Mikateko Adolphina
- Date: 2012-06-08
- Subjects: Vocational guidance , Vocational interests , Personality and occupation , Career development , Black students
- Type: Mini-Dissertation
- Identifier: uj:8736 , http://hdl.handle.net/10210/5089
- Description: M.Ed. , Career decision-making has always been a complicated process for South African African students. They often do not receive enough information about career implications of the courses that they are about to choose which may lead to many South African African students making a career choice on a trial and error basis . In addition, they lack the skills of integrating career and self-knowledge and are likely to lack realistic understanding of the world of work and opportunities available for them. The influence of parents or significant others is one of the many factors that influence career decisions. Many African South African students are the first generation students in Higher Education due to the restrictions of the Apartheid era before 1994 and the socio-economic status resulting from that in the decade after 1994. This study focuses on the first year South African students who entered Higher Education in 2008. The investigation is about the perceptions of these first generation students about the influence of significant people on their career decisions. The inquiry utilized a qualitative approach due to its exploratory, descriptive and contextual nature. Furthermore, qualitative research provides information on how the first year students at the University of Johannesburg have made their career decisions. The data collection methods included semi-structured interviews with eighteen participants which permitted the participants to express themselves in ways that are not constrained and dictated by the researcher. Data obtained was analyzed using content analysis to determine the common themes that emerged and to offer a model for systematic qualitative analysis with clear procedures for checking the quality of analysis conducted. The findings revealed that there are no significant differences between the first generation rural and urban students. The role models (parents, teachers, cousins, siblings, uncles, social workers) of both rural and urban students provided support with regard to career information, emotional support in the form of acknowledgement and faith in the participants. The influence is broad and covers all the aspects relating to career decision making such as self-knowledge, reality check, remuneration, career planning, career and self exploration. Career counseling should receive renewed attention on school and HE level and all stakeholders in the school and business community should be involved. Parents should be involved in all instances.
- Full Text:
An exploration of career planning challenges of third year BA students at a university in Gauteng
- Authors: Patel, Fatimah Ebrahim
- Date: 2013-05-06
- Subjects: Career development , College students - Vocational guidance , Vocational guidance
- Type: Mini-Dissertation
- Identifier: uj:7520 , http://hdl.handle.net/10210/8377
- Description: M.Ed. (Educational Psychology) , The world of work is changing in ways we could not have imagined, with technological developments creating brand new industries and jobs. We are also a part of an uncertain and unpredictable job market, where one has to not only make due to career planning, but also exhaustive career research before making a career choice. Since the career landscape has changed, it is no longer only the task of school leavers and entry level students to consider future study, but also a pertinent one for final year university students who have to decide on their future career plans. With this in mind, the objective of this study was to explore the level of depression and the career planning challenges of the third year BA students at the University in Gauteng. These challenges were analyzed with reference to career and personal counselling themes. From here, suitable recommendations for student counselling at the University were made. A mixed method study was conducted with third year BA students who were a part of a non-career orientated degree/course and who had Sociology as a common subject. The reason for this was, according to researchers, those students especially in the ‘general subject’ (i.e. sociology, psychology, anthropology, history, etc) degrees, are suddenly confronted during their third year with difficult decisions about their future and career planning. Data was obtained quantitatively in the form of the Career Development Questionnaire (CDQ), in order to assess the student’s state of career maturity which is important in the process of career guidance and planning. The Beck Depression Inventory (BDI-II) was utilized for this research purpose as it could depict the level of depression that the third year BA students currently feel over there career planning for 2011. This data was qualitatively analyzed. Data was also obtained qualitatively in the form of in-depth interviews held with the students in order to explore what are their career planning challenges once they have completed their degree. The raw data was reduced according to the mixed method research data reduction process and consolidated and interpreted within boundaries of a theoretical framework.
- Full Text:
- Authors: Patel, Fatimah Ebrahim
- Date: 2013-05-06
- Subjects: Career development , College students - Vocational guidance , Vocational guidance
- Type: Mini-Dissertation
- Identifier: uj:7520 , http://hdl.handle.net/10210/8377
- Description: M.Ed. (Educational Psychology) , The world of work is changing in ways we could not have imagined, with technological developments creating brand new industries and jobs. We are also a part of an uncertain and unpredictable job market, where one has to not only make due to career planning, but also exhaustive career research before making a career choice. Since the career landscape has changed, it is no longer only the task of school leavers and entry level students to consider future study, but also a pertinent one for final year university students who have to decide on their future career plans. With this in mind, the objective of this study was to explore the level of depression and the career planning challenges of the third year BA students at the University in Gauteng. These challenges were analyzed with reference to career and personal counselling themes. From here, suitable recommendations for student counselling at the University were made. A mixed method study was conducted with third year BA students who were a part of a non-career orientated degree/course and who had Sociology as a common subject. The reason for this was, according to researchers, those students especially in the ‘general subject’ (i.e. sociology, psychology, anthropology, history, etc) degrees, are suddenly confronted during their third year with difficult decisions about their future and career planning. Data was obtained quantitatively in the form of the Career Development Questionnaire (CDQ), in order to assess the student’s state of career maturity which is important in the process of career guidance and planning. The Beck Depression Inventory (BDI-II) was utilized for this research purpose as it could depict the level of depression that the third year BA students currently feel over there career planning for 2011. This data was qualitatively analyzed. Data was also obtained qualitatively in the form of in-depth interviews held with the students in order to explore what are their career planning challenges once they have completed their degree. The raw data was reduced according to the mixed method research data reduction process and consolidated and interpreted within boundaries of a theoretical framework.
- Full Text:
The impact of the South African post-matric programmes on career maturity and self-efficacy.
- Authors: MacKenzie, Suzanne Janine
- Date: 2012-08-14
- Subjects: Self-efficacy , Vocational guidance , Postsecondary education , Self-efficacy - South Africa , Vocational guidance - South Africa , Postsecondary education - South Africa
- Type: Thesis
- Identifier: uj:9278 , http://hdl.handle.net/10210/5722
- Description: M.A. , The purpose of this study is to determine the impact of the South African post-matric programmes on career maturity and self-efficacy. The research design employed in order to measure this impact was a non-equivalent three group, pre-posttest design within a quasi-experiment. Post-matric students in the experimental group were taken from nine independent schools in South Africa. Two control groups were used, one consisting of matriculation students and the other of first year university students. Post-matric is an additional year of schooling aimed at bridging the gap between school and university. The difficulties experienced by young people during this school to work transition and the main reasons for students partaking in post-matric programmes are presented. In order to comprehensively outline the construct career maturity, the theories of three authors, namely, Donald Super, John Crites and Ronelle Langley, are discussed. The construct self-efficacy is also fully outlined with a theoretical exposition of the work of Albert Bandura, John Krumboltz and Nancy Betz. Measurement instruments used in this study are a biographical questionnaire, the Career Development Questionnaire (CDQ) and the Career Decision-Making Self- Efficacy Scale (CDMSES). Various hypotheses were formulated and Hotelling's T 2- tests, Students t-tests, multivariate analysis of variance (MANOVA), univariate analysis of variance (ANOVA) and the Scheffe test were used to test the hypotheses. Results of these statistical tests showed that the three groups of participants started off unequally with regard to the measures of career maturity and career decision-making self-efficacy, but the two school groups improved to such an extent that their mean scores on all scale variables compared favourably with those of the university group at the end of the study. It is especially the career maturity and career decisionmaking self-efficacy of the post-matric students that improved significantly within the nine month period during which the post-matric programmes were implemented. This finding reflects positively on the impact of the post-matric programmes. As the CDMSES is an overseas research instrument being used extensively in South Africa for the first time in this research, certain statistical procedures were carried out in order to highlight its psychometric properties. Of particular interest is the finding that in South Africa the CDMSES measured only one factor which can be named as Forethought with regard to Career Knowledge. In conclusion it is recommended that full use be made in educational institutions of the measurement instruments used in this study as diagnostic aids to enhance the effectiveness of career counselling. It is also recommended that further research in this topic be carried out on the broader community in South Africa.
- Full Text:
- Authors: MacKenzie, Suzanne Janine
- Date: 2012-08-14
- Subjects: Self-efficacy , Vocational guidance , Postsecondary education , Self-efficacy - South Africa , Vocational guidance - South Africa , Postsecondary education - South Africa
- Type: Thesis
- Identifier: uj:9278 , http://hdl.handle.net/10210/5722
- Description: M.A. , The purpose of this study is to determine the impact of the South African post-matric programmes on career maturity and self-efficacy. The research design employed in order to measure this impact was a non-equivalent three group, pre-posttest design within a quasi-experiment. Post-matric students in the experimental group were taken from nine independent schools in South Africa. Two control groups were used, one consisting of matriculation students and the other of first year university students. Post-matric is an additional year of schooling aimed at bridging the gap between school and university. The difficulties experienced by young people during this school to work transition and the main reasons for students partaking in post-matric programmes are presented. In order to comprehensively outline the construct career maturity, the theories of three authors, namely, Donald Super, John Crites and Ronelle Langley, are discussed. The construct self-efficacy is also fully outlined with a theoretical exposition of the work of Albert Bandura, John Krumboltz and Nancy Betz. Measurement instruments used in this study are a biographical questionnaire, the Career Development Questionnaire (CDQ) and the Career Decision-Making Self- Efficacy Scale (CDMSES). Various hypotheses were formulated and Hotelling's T 2- tests, Students t-tests, multivariate analysis of variance (MANOVA), univariate analysis of variance (ANOVA) and the Scheffe test were used to test the hypotheses. Results of these statistical tests showed that the three groups of participants started off unequally with regard to the measures of career maturity and career decision-making self-efficacy, but the two school groups improved to such an extent that their mean scores on all scale variables compared favourably with those of the university group at the end of the study. It is especially the career maturity and career decisionmaking self-efficacy of the post-matric students that improved significantly within the nine month period during which the post-matric programmes were implemented. This finding reflects positively on the impact of the post-matric programmes. As the CDMSES is an overseas research instrument being used extensively in South Africa for the first time in this research, certain statistical procedures were carried out in order to highlight its psychometric properties. Of particular interest is the finding that in South Africa the CDMSES measured only one factor which can be named as Forethought with regard to Career Knowledge. In conclusion it is recommended that full use be made in educational institutions of the measurement instruments used in this study as diagnostic aids to enhance the effectiveness of career counselling. It is also recommended that further research in this topic be carried out on the broader community in South Africa.
- Full Text:
Die toekomstige beroeps- en gesinsrol by die beroepsoriëntering van die dogter
- Van Rooijen, Antoinette Beatrix
- Authors: Van Rooijen, Antoinette Beatrix
- Date: 2014-02-10
- Subjects: Vocational guidance
- Type: Thesis
- Identifier: uj:3745 , http://hdl.handle.net/10210/9123
- Description: M.Ed. , Please refer to full text to view abstract
- Full Text:
- Authors: Van Rooijen, Antoinette Beatrix
- Date: 2014-02-10
- Subjects: Vocational guidance
- Type: Thesis
- Identifier: uj:3745 , http://hdl.handle.net/10210/9123
- Description: M.Ed. , Please refer to full text to view abstract
- Full Text:
A factor analytic study of adult career concerns, career status and career resilience
- Authors: Lew, Charlene C.
- Date: 2008-11-06T07:24:09Z
- Subjects: Job satisfaction , Vocational guidance , Vocational interests , Career development , Adult Career Concerns Inventory , Career Attitudes and Strategies Inventory , Career Resilience Questionnaire
- Type: Thesis
- Identifier: uj:14592 , http://hdl.handle.net/10210/1513
- Description: D. Litt. et Phil. , Factor analytic techniques were used to investigate the psychometric properties of three measuring instruments, namely the Adult Career Concerns Inventory (Super, Thompson & Lindeman, 1988), the Career Attitudes and Strategies Inventory (Holland & Gottfredson, 1994), and the Career Resilience Questionnaire (Fourie & Van Vuuren, 1998). The analyses served the purpose of elucidating the conceptual meanings of the constructs of career concerns, career status and career resilience in adult vocational adjustment. In an exploratory factor analysis of the Adult Career Concerns Inventory theoretical considerations suggested the extraction of four factors which explained 74% of the variance in the correlation matrix. The communalities of the variables were determined by means of squared multiple correlations of the subscales. On oblique rotation by means of Promax, a four factor solution was supported, reflecting the underlying dimensions of Exploration, Establishment, Maintenance and Disengagement. High correlations among the factors suggested the presence of a general factor, which may be termed career concerns. A factor extension analysis indicated the high quality of the test items, and a high level of correspondence between the Maintenance and Establishment factors. Maximum likelihood confirmatory factor analyses of the Adult Career Concerns Inventory were subsequently performed to test four and three factor measurement models. The estimated standardised factor pattern coefficients of both the models were found to be statistically significant. High correlations between the Maintenance and Establishment factors from the four factor model however favoured the three factor model, which allows for the merging of these two latent dimensions. In an exploratory factor analysis of the Career Attitudes and Strategies Inventory use were made of constructed item parcels. Theoretical considerations suggested the extraction of nine factors, which accounted for 54% of the variance in the correlation matrix. The squared multiple correlations of the Career Attitudes and Strategies Inventory item parcels were used to determine the initial communalities, and the nine factors were obliquely rotated by means of Promax. With the exception of two of the parcels, the factor pattern coefficients indicated that all the item parcels could be explained by nine factors that correspond with the Career Attitudes and Strategies Inventory subscales, namely Job Satisfaction, Career Worries, Family Commitment, Interpersonal Abuse, Skill Development, Geographical Barriers, Risk-taking Style, Work Involvement, and Dominant Style. The relative independence of these factors were inferred from the interfactor correlation matrix. A factor extension analysis indicated the overall high quality of the test items. A maximum likelihood confirmatory factor analysis of the Career Attitudes and Strategies Inventory at item parcel-level was based on a measurement model in accordance with the nine factors mentioned above. This analysis supported the nine factor model and revealed interesting relations among the dimensions of the Career Attitudes and Strategies Inventory. An exploratory factor analysis of the Career Resilience Questionnaire at item-level was also performed. Although the Kaiser criterion suggested the extraction of as many as 15 factors, and the MAP values suggested six factors, the initial communalities based on the squared multiple correlations were also considered. The initial communalities were reiterated twice, and the residual four factors accounted for 27% of the variance. An oblique rotation of the factors by means of Promax resulted in the tentative labelling of four latent dimensions, namely Leadership, Sense of Security in One’s Career, Acceptance of Uncertainty, and Values. These factors had satisfactory reliability coefficients, but no significant intercorrelations. Due to the theoretical inadequacies of this analysis, an oblique multiple groups factor analysis of the Career Resilience Questionnaire was performed in an attempt to cross-validate the factor solution reported by Fourie and Van Vuuren (1998). Low reliability coefficients of the factors were however obtained, an the postulated measurement model could not be supported. In an interbattery factor analysis of the Adult Career Concerns Inventory and the Career Attitudes and Strategies Inventory both theory and reliability coefficients of various factor solutions were considered, which resulted in the extraction of six factors. The factors were rotated obliquely by means of Direct Quartimin. The resultant factor solution met theoretical expectations by indicating several shared dimensions of the two instruments. Implementation, Advancing, Holding and Updating were grouped with Career Worries and Risk-taking Style. Job Satisfaction related negatively in a shared dimension with Crystallisation, Specification, Implementation, Retirement Planning and Retirement Living. Innovation was associated with Work Involvement, Skill Development and Dominant Style. Stabilisation, Risk-Taking Style and Geographical Barriers formed a shared dimension. Deceleration and Interpersonal Abuse were likewise associated. Lastly, Family Commitment and Updating shared a negative relation within another dimension. In essence, these factor analyses support the construct validity, theoretical generalisability, and usefulness of both the Adult Career Concerns Inventory and the Career Attitudes and Strategies Inventory, but fails to support the construct validity of the Career Resilience Questionnaire. Moreover, a foundation has been laid for the theoretical integration of the constructs of career concerns and career status.
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- Authors: Lew, Charlene C.
- Date: 2008-11-06T07:24:09Z
- Subjects: Job satisfaction , Vocational guidance , Vocational interests , Career development , Adult Career Concerns Inventory , Career Attitudes and Strategies Inventory , Career Resilience Questionnaire
- Type: Thesis
- Identifier: uj:14592 , http://hdl.handle.net/10210/1513
- Description: D. Litt. et Phil. , Factor analytic techniques were used to investigate the psychometric properties of three measuring instruments, namely the Adult Career Concerns Inventory (Super, Thompson & Lindeman, 1988), the Career Attitudes and Strategies Inventory (Holland & Gottfredson, 1994), and the Career Resilience Questionnaire (Fourie & Van Vuuren, 1998). The analyses served the purpose of elucidating the conceptual meanings of the constructs of career concerns, career status and career resilience in adult vocational adjustment. In an exploratory factor analysis of the Adult Career Concerns Inventory theoretical considerations suggested the extraction of four factors which explained 74% of the variance in the correlation matrix. The communalities of the variables were determined by means of squared multiple correlations of the subscales. On oblique rotation by means of Promax, a four factor solution was supported, reflecting the underlying dimensions of Exploration, Establishment, Maintenance and Disengagement. High correlations among the factors suggested the presence of a general factor, which may be termed career concerns. A factor extension analysis indicated the high quality of the test items, and a high level of correspondence between the Maintenance and Establishment factors. Maximum likelihood confirmatory factor analyses of the Adult Career Concerns Inventory were subsequently performed to test four and three factor measurement models. The estimated standardised factor pattern coefficients of both the models were found to be statistically significant. High correlations between the Maintenance and Establishment factors from the four factor model however favoured the three factor model, which allows for the merging of these two latent dimensions. In an exploratory factor analysis of the Career Attitudes and Strategies Inventory use were made of constructed item parcels. Theoretical considerations suggested the extraction of nine factors, which accounted for 54% of the variance in the correlation matrix. The squared multiple correlations of the Career Attitudes and Strategies Inventory item parcels were used to determine the initial communalities, and the nine factors were obliquely rotated by means of Promax. With the exception of two of the parcels, the factor pattern coefficients indicated that all the item parcels could be explained by nine factors that correspond with the Career Attitudes and Strategies Inventory subscales, namely Job Satisfaction, Career Worries, Family Commitment, Interpersonal Abuse, Skill Development, Geographical Barriers, Risk-taking Style, Work Involvement, and Dominant Style. The relative independence of these factors were inferred from the interfactor correlation matrix. A factor extension analysis indicated the overall high quality of the test items. A maximum likelihood confirmatory factor analysis of the Career Attitudes and Strategies Inventory at item parcel-level was based on a measurement model in accordance with the nine factors mentioned above. This analysis supported the nine factor model and revealed interesting relations among the dimensions of the Career Attitudes and Strategies Inventory. An exploratory factor analysis of the Career Resilience Questionnaire at item-level was also performed. Although the Kaiser criterion suggested the extraction of as many as 15 factors, and the MAP values suggested six factors, the initial communalities based on the squared multiple correlations were also considered. The initial communalities were reiterated twice, and the residual four factors accounted for 27% of the variance. An oblique rotation of the factors by means of Promax resulted in the tentative labelling of four latent dimensions, namely Leadership, Sense of Security in One’s Career, Acceptance of Uncertainty, and Values. These factors had satisfactory reliability coefficients, but no significant intercorrelations. Due to the theoretical inadequacies of this analysis, an oblique multiple groups factor analysis of the Career Resilience Questionnaire was performed in an attempt to cross-validate the factor solution reported by Fourie and Van Vuuren (1998). Low reliability coefficients of the factors were however obtained, an the postulated measurement model could not be supported. In an interbattery factor analysis of the Adult Career Concerns Inventory and the Career Attitudes and Strategies Inventory both theory and reliability coefficients of various factor solutions were considered, which resulted in the extraction of six factors. The factors were rotated obliquely by means of Direct Quartimin. The resultant factor solution met theoretical expectations by indicating several shared dimensions of the two instruments. Implementation, Advancing, Holding and Updating were grouped with Career Worries and Risk-taking Style. Job Satisfaction related negatively in a shared dimension with Crystallisation, Specification, Implementation, Retirement Planning and Retirement Living. Innovation was associated with Work Involvement, Skill Development and Dominant Style. Stabilisation, Risk-Taking Style and Geographical Barriers formed a shared dimension. Deceleration and Interpersonal Abuse were likewise associated. Lastly, Family Commitment and Updating shared a negative relation within another dimension. In essence, these factor analyses support the construct validity, theoretical generalisability, and usefulness of both the Adult Career Concerns Inventory and the Career Attitudes and Strategies Inventory, but fails to support the construct validity of the Career Resilience Questionnaire. Moreover, a foundation has been laid for the theoretical integration of the constructs of career concerns and career status.
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The promotion of career adjustment by means of an experientially based career development programme
- Authors: Janse, Patrick William
- Date: 2015-03-18
- Subjects: Vocational guidance , Occupational training , Job satisfaction
- Type: Thesis
- Identifier: uj:13489 , http://hdl.handle.net/10210/13521
- Description: M.A. (Industrial Psychology) , As more and more individuals join organizations, the need to assist such individuals with their career adjustment appears to be increasing in both importance and urgency. Traditional interview-based approaches, while they tend to be helpful, do not appear to be able to meet the needs of an expanding work force, particularly if costs and availability of qualified professional assistance are considered. The main purpose of the study was to determine whether career adjustment could be facilitated by means of an experientially based career development programme, seen as a viable alternative to the interview-based approaches. Personal factors, locus of control and job satisfaction were employed as the criterion measures to reflect changes as a result of the career development programme. The experiment was conducted in a municipality in the Witwatersrand area and the final sample consisted of 55 participants, randomly assigned to 30 in the experimental group a~d 25 in the control group. Differences between the experimental and control groups were determined by means of an analysis of variance for unequal groups...
- Full Text:
- Authors: Janse, Patrick William
- Date: 2015-03-18
- Subjects: Vocational guidance , Occupational training , Job satisfaction
- Type: Thesis
- Identifier: uj:13489 , http://hdl.handle.net/10210/13521
- Description: M.A. (Industrial Psychology) , As more and more individuals join organizations, the need to assist such individuals with their career adjustment appears to be increasing in both importance and urgency. Traditional interview-based approaches, while they tend to be helpful, do not appear to be able to meet the needs of an expanding work force, particularly if costs and availability of qualified professional assistance are considered. The main purpose of the study was to determine whether career adjustment could be facilitated by means of an experientially based career development programme, seen as a viable alternative to the interview-based approaches. Personal factors, locus of control and job satisfaction were employed as the criterion measures to reflect changes as a result of the career development programme. The experiment was conducted in a municipality in the Witwatersrand area and the final sample consisted of 55 participants, randomly assigned to 30 in the experimental group a~d 25 in the control group. Differences between the experimental and control groups were determined by means of an analysis of variance for unequal groups...
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Die impak van 'n loopbaanontwikkelingsprogram vir studente uit ontwikkelende gemeenskappe
- Authors: Mouton, Christelle
- Date: 2012-08-17
- Subjects: Career development -- South Africa , Career development -- Research -- South Africa , Career education -- Research -- South Africa , Questionnaires , Vocational guidance , Occupations , Developmental psychology -- Research -- South Africa , Reconstruction and Development Programme (South Africa)
- Type: Thesis
- Identifier: uj:2658 , http://hdl.handle.net/10210/6102
- Description: M.A. , The prospective and observed changes in South-Africa, with respect to the mobilisation of human skills, bring unique challenges to the fore where the career development of the individual is concerned. Scheepers (1996) and Quinn (1994) state that psycho-educational programmes can be implemented to foster the successful transfer of career development skills. A number of career development programmes were therefore designed and developed. However, the necessity of further development and extension of such programmes are crucial and in accordance with the experienced rapid changes of the target group's needs. In the light of the above mentioned statements, a study was conducted to evaluate the impact of an existing career development programme, by using standard programme development requirements. A further objective of the study was to make an existing programme more goal orientated and user friendly, by ensuring a more effective transfer of the skills contained in the programme. The method used was the developmental research model as introduced by Rothman and Thomas (1994). The choice of this model presents various advantages to the researcher, through the generation of both qualitative and quantitative results. The quantitative measure instruments that were used in this study are the Career Development Questionnaire of Langley and the Career information Questionnaire of Heidema. The qualitative evaluation made by direct observation and also the feedback of the tests. It was endeavoured to establish a theoretical foundation for the identified problem by using the theories of important career development researchers. The structural-interactive model of Holland was mainly focused upon in this regard. A career workbook, namely the SNUG was presented at various intervals to a group RAUCALL students during this research. Three groups were chosen at random and this ensured the progressive development of the programme. The first group was introduced to the original SNUG and owing to observation certain useful amendments were made to the presentation. This tentative improvements were presented to the second group whereafter further amendments were brought forth. The third and last group were exposed to the resultant improved SNUG. The focus of the improvements that were implemented fell on the visual changes and was not based on the contents. Statistical significant differences between the three groups in terms of the five sub tests of the Career Development Questionnaire were reported and no significant differences with reference to the results of the Career Information Questionnaire were noted. However the scores still refer to inefficient career development skills when a realistic career decision is to be made. A correlation between the third sub test of the Career Development Questionnaire namely Career Information and the Career Information Questionnaire of Heidema was noted.
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- Authors: Mouton, Christelle
- Date: 2012-08-17
- Subjects: Career development -- South Africa , Career development -- Research -- South Africa , Career education -- Research -- South Africa , Questionnaires , Vocational guidance , Occupations , Developmental psychology -- Research -- South Africa , Reconstruction and Development Programme (South Africa)
- Type: Thesis
- Identifier: uj:2658 , http://hdl.handle.net/10210/6102
- Description: M.A. , The prospective and observed changes in South-Africa, with respect to the mobilisation of human skills, bring unique challenges to the fore where the career development of the individual is concerned. Scheepers (1996) and Quinn (1994) state that psycho-educational programmes can be implemented to foster the successful transfer of career development skills. A number of career development programmes were therefore designed and developed. However, the necessity of further development and extension of such programmes are crucial and in accordance with the experienced rapid changes of the target group's needs. In the light of the above mentioned statements, a study was conducted to evaluate the impact of an existing career development programme, by using standard programme development requirements. A further objective of the study was to make an existing programme more goal orientated and user friendly, by ensuring a more effective transfer of the skills contained in the programme. The method used was the developmental research model as introduced by Rothman and Thomas (1994). The choice of this model presents various advantages to the researcher, through the generation of both qualitative and quantitative results. The quantitative measure instruments that were used in this study are the Career Development Questionnaire of Langley and the Career information Questionnaire of Heidema. The qualitative evaluation made by direct observation and also the feedback of the tests. It was endeavoured to establish a theoretical foundation for the identified problem by using the theories of important career development researchers. The structural-interactive model of Holland was mainly focused upon in this regard. A career workbook, namely the SNUG was presented at various intervals to a group RAUCALL students during this research. Three groups were chosen at random and this ensured the progressive development of the programme. The first group was introduced to the original SNUG and owing to observation certain useful amendments were made to the presentation. This tentative improvements were presented to the second group whereafter further amendments were brought forth. The third and last group were exposed to the resultant improved SNUG. The focus of the improvements that were implemented fell on the visual changes and was not based on the contents. Statistical significant differences between the three groups in terms of the five sub tests of the Career Development Questionnaire were reported and no significant differences with reference to the results of the Career Information Questionnaire were noted. However the scores still refer to inefficient career development skills when a realistic career decision is to be made. A correlation between the third sub test of the Career Development Questionnaire namely Career Information and the Career Information Questionnaire of Heidema was noted.
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Entrepreneurial education and entrepreneurial role models' influence on career choice
- Authors: Muofhe, Nnditsheni John
- Date: 2012-06-04
- Subjects: Entrepreneurship - Study and teaching , Vocational guidance , Industrial psychology
- Type: Thesis
- Identifier: uj:2352 , http://hdl.handle.net/10210/4808
- Description: M.Comm. , A point of departure is that most of the universities in South Africa and Africa at large have realised that it is important to introduce entrepreneurship as either a minor or major course in their curricula. The reality is that the countries in Africa are characterized by poverty, high levels of unemployment, and slow economic growth. South Africa is no exception. It is assumed that the teaching of entrepreneurship education to the youth at institutions of higher learning can help address these problems as more people would be encouraged to develop a more positive attitude towards the creation of businesses. This can be achieved if students are taught not just about entrepreneurship, but also how to act entrepreneurially. Furthermore, good and ef-fective entrepreneurship education programmes must be developed, designed, and implemented. The exposure of students to entrepreneurial role models would also yield positive results in terms of stimulating entrepreneurial intentions to start businesses.
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- Authors: Muofhe, Nnditsheni John
- Date: 2012-06-04
- Subjects: Entrepreneurship - Study and teaching , Vocational guidance , Industrial psychology
- Type: Thesis
- Identifier: uj:2352 , http://hdl.handle.net/10210/4808
- Description: M.Comm. , A point of departure is that most of the universities in South Africa and Africa at large have realised that it is important to introduce entrepreneurship as either a minor or major course in their curricula. The reality is that the countries in Africa are characterized by poverty, high levels of unemployment, and slow economic growth. South Africa is no exception. It is assumed that the teaching of entrepreneurship education to the youth at institutions of higher learning can help address these problems as more people would be encouraged to develop a more positive attitude towards the creation of businesses. This can be achieved if students are taught not just about entrepreneurship, but also how to act entrepreneurially. Furthermore, good and ef-fective entrepreneurship education programmes must be developed, designed, and implemented. The exposure of students to entrepreneurial role models would also yield positive results in terms of stimulating entrepreneurial intentions to start businesses.
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