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.
- Full Text:
- 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.
- Full Text:
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
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.
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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.
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Beroepsbeeld van die leerling in die praktiese kursus
- Authors: Van Zyl, Willem Jacobus
- Date: 2015-10-14
- Subjects: Vocational guidance , Counseling , Vocational interests , Special education
- Type: Thesis
- Identifier: uj:14303 , http://hdl.handle.net/10210/14761
- Description: M.Ed. , The rapid technological development and the resulting formation of new industries, give rise to an increasing demand for trained employees. In a country with a limited source of trained manpower, it is necessary to make optimum use of the available potential. This implies that each pupil should at school level be guided effectively to choose a career in which he can reach his highest possible niveau of work. This is also applicable to the pupil in die Practical Course, who has, due to his limited career abilities and possibilities, special need for such guidance ...
- Full Text:
- Authors: Van Zyl, Willem Jacobus
- Date: 2015-10-14
- Subjects: Vocational guidance , Counseling , Vocational interests , Special education
- Type: Thesis
- Identifier: uj:14303 , http://hdl.handle.net/10210/14761
- Description: M.Ed. , The rapid technological development and the resulting formation of new industries, give rise to an increasing demand for trained employees. In a country with a limited source of trained manpower, it is necessary to make optimum use of the available potential. This implies that each pupil should at school level be guided effectively to choose a career in which he can reach his highest possible niveau of work. This is also applicable to the pupil in die Practical Course, who has, due to his limited career abilities and possibilities, special need for such guidance ...
- Full Text:
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.
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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)
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Development and validation of the career orientations, meta-competencies and career outcomes model
- Authors: Nel, Cornelius Johannes
- Date: 2016
- Subjects: Vocational guidance , Career development
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/10210/124585 , uj:20934
- Description: Abstract: The purpose of this study was to develop the Career Orientation, Meta-Competencies and Career Outcomes (COMCO) model to address a number of challenges that are currently prevalent. These challenges include the conceptualisation and operationalisation of the protean and boundaryless career orientations, as well as the associated meta-competencies, as limited empirical research has focused on this area. In addition, this study considered both objective and subjective career success outcomes as this area is also not well researched. No previous studies have used a longitudinal research design to concurrently examine the relationships among the protean and boundaryless career orientations, their associated meta-competencies and both objective and subjective career success. The COMCO model consists of two predictors (protean and boundaryless career orientations), three meta-competencies (knowing why, knowing how and knowing whom), three subjective career success outcomes (employability, marketability and work-engagement) and three objective career success outcomes (job grades, performance measures and performance on a formal work-based qualification). The specific relationships examined included the relations between the protean career orientation and both objective and subjective career success potentially mediated by meta-competencies (knowing why, knowing how and knowing whom). The examined relationships also included the relationships between the boundaryless career orientation and both objective and subjective career success potentially mediated by meta-competencies (knowing why, knowing how and knowing whom). Lastly, the relationship between the protean and boundaryless career orientation was examined in order to determine whether the two career orientations are truly separate entities or whether they constitute a single entity. The aforementioned relationships were examined using a longitudinal study that aimed at gathering data from respondents that were employed in the South African Financial Sector. In total, 319 respondents provided data during the first wave of the study, 200 of these respondents participated during the second wave, and 117 respondents completed all three waves. The relationships were examined in cross-sectional and longitudinal formats by first examining the relations found in the first wave and then examining the information obtained across all three waves. The analysis of the relationships obtained in the cross-sectional study indicated that neither the protean nor the boundaryless career orientations are related to objective career success,.. , D.Phil. (Industrial Psychology)
- Full Text:
- Authors: Nel, Cornelius Johannes
- Date: 2016
- Subjects: Vocational guidance , Career development
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/10210/124585 , uj:20934
- Description: Abstract: The purpose of this study was to develop the Career Orientation, Meta-Competencies and Career Outcomes (COMCO) model to address a number of challenges that are currently prevalent. These challenges include the conceptualisation and operationalisation of the protean and boundaryless career orientations, as well as the associated meta-competencies, as limited empirical research has focused on this area. In addition, this study considered both objective and subjective career success outcomes as this area is also not well researched. No previous studies have used a longitudinal research design to concurrently examine the relationships among the protean and boundaryless career orientations, their associated meta-competencies and both objective and subjective career success. The COMCO model consists of two predictors (protean and boundaryless career orientations), three meta-competencies (knowing why, knowing how and knowing whom), three subjective career success outcomes (employability, marketability and work-engagement) and three objective career success outcomes (job grades, performance measures and performance on a formal work-based qualification). The specific relationships examined included the relations between the protean career orientation and both objective and subjective career success potentially mediated by meta-competencies (knowing why, knowing how and knowing whom). The examined relationships also included the relationships between the boundaryless career orientation and both objective and subjective career success potentially mediated by meta-competencies (knowing why, knowing how and knowing whom). Lastly, the relationship between the protean and boundaryless career orientation was examined in order to determine whether the two career orientations are truly separate entities or whether they constitute a single entity. The aforementioned relationships were examined using a longitudinal study that aimed at gathering data from respondents that were employed in the South African Financial Sector. In total, 319 respondents provided data during the first wave of the study, 200 of these respondents participated during the second wave, and 117 respondents completed all three waves. The relationships were examined in cross-sectional and longitudinal formats by first examining the relations found in the first wave and then examining the information obtained across all three waves. The analysis of the relationships obtained in the cross-sectional study indicated that neither the protean nor the boundaryless career orientations are related to objective career success,.. , D.Phil. (Industrial Psychology)
- Full Text:
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.
- Full Text:
- 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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Die ontwikkeling en validering van die loopbaanvoorkeurvraelys (LVV)
- Authors: Du Toit, Renette
- Date: 2008-10-31T09:15:07Z
- Subjects: Career development , Vocational guidance , Questionnaires design , Questionnaires evaluation
- Type: Thesis
- Identifier: uj:13974 , http://hdl.handle.net/10210/1434
- Description: D.Litt. et Phil. , The main aim of this study was to compile a career interest inventory – the Career Preference Inventory (CPI) – that would succeed in identifying the career preferences or vocational interests of learners from Grades 9 to 12. The specific objectives of the study involved an empirical examination of the content validity, construct validity, as well as reliability of the inventory. A study was also made of the structure of vocational interests of the test groups that formed part of the study. The study entailed two empirical investigations. When the inventory was administered for the first time, additional items were added to the SAVII and the test group was made up of a representative sample of 1385 Grade 9 and 12 learners in the North West Province. As a result of the item analysis that was based on this sample, 54 of the items in the questionnaire were either changed or replaced. The reliability coefficients of the subfields of the SAVII for the population involved in the first administration were acceptable and ranged between 0,747 and 0,901. After an analysis of the items in the SAVII and the selection of the most suitable items, the questionnaire – by now known as the Career Preference Inventory (CPI) – was administered once again. The reason for the second administration was to establish whether the amended items met the statistical requirements that had been set. Convenience sampling was used in this part of the study, since it was not possible to draw a representative sample of the population. The sample consisted of 1271 Afrikaans first language speakers, 2699 English second language speakers and 306 English first language speakers. Item analysis revealed that all the items were acceptable. The reliability coefficients of the fields of the CPI were also acceptable and varied between 0,714 and 0,860 for the particular test group. Test-retest reliability coefficients could be calculated for a group of 197 English second language speakers only and varied between 0,689 and 0,863. A factor analysis was made to determine the constructs or factors that emerged with regard to the CPI. Initially six factors were specified, but since the fields for Clerical-Administrative, Business, and Management manifested within a single factor, seven factors were subsequently withdrawn to establish whether the two latter-mentioned components could indeed function independently. The following fields or dimensions eventually realised: 1) Human-Communication; 2) Medical and related; 3) Technical-Scientific; 4) Practical-Handcraft; 5) Artistic; 6) Business and Management; and 7) Clerical-Administrative. The final questionnaire contains 18 fields that are described individually and that are not categorised into 6 main fields. The questionnaire is also supposed to disclose the vocational information in Career Mentor in an ordered and structured manner. The 18 fields are therefore linked to more than 500 occupations and the CPI results serve as a search strategy that unlocks the mentioned occupational database according to specific vocational preferences.
- Full Text:
- Authors: Du Toit, Renette
- Date: 2008-10-31T09:15:07Z
- Subjects: Career development , Vocational guidance , Questionnaires design , Questionnaires evaluation
- Type: Thesis
- Identifier: uj:13974 , http://hdl.handle.net/10210/1434
- Description: D.Litt. et Phil. , The main aim of this study was to compile a career interest inventory – the Career Preference Inventory (CPI) – that would succeed in identifying the career preferences or vocational interests of learners from Grades 9 to 12. The specific objectives of the study involved an empirical examination of the content validity, construct validity, as well as reliability of the inventory. A study was also made of the structure of vocational interests of the test groups that formed part of the study. The study entailed two empirical investigations. When the inventory was administered for the first time, additional items were added to the SAVII and the test group was made up of a representative sample of 1385 Grade 9 and 12 learners in the North West Province. As a result of the item analysis that was based on this sample, 54 of the items in the questionnaire were either changed or replaced. The reliability coefficients of the subfields of the SAVII for the population involved in the first administration were acceptable and ranged between 0,747 and 0,901. After an analysis of the items in the SAVII and the selection of the most suitable items, the questionnaire – by now known as the Career Preference Inventory (CPI) – was administered once again. The reason for the second administration was to establish whether the amended items met the statistical requirements that had been set. Convenience sampling was used in this part of the study, since it was not possible to draw a representative sample of the population. The sample consisted of 1271 Afrikaans first language speakers, 2699 English second language speakers and 306 English first language speakers. Item analysis revealed that all the items were acceptable. The reliability coefficients of the fields of the CPI were also acceptable and varied between 0,714 and 0,860 for the particular test group. Test-retest reliability coefficients could be calculated for a group of 197 English second language speakers only and varied between 0,689 and 0,863. A factor analysis was made to determine the constructs or factors that emerged with regard to the CPI. Initially six factors were specified, but since the fields for Clerical-Administrative, Business, and Management manifested within a single factor, seven factors were subsequently withdrawn to establish whether the two latter-mentioned components could indeed function independently. The following fields or dimensions eventually realised: 1) Human-Communication; 2) Medical and related; 3) Technical-Scientific; 4) Practical-Handcraft; 5) Artistic; 6) Business and Management; and 7) Clerical-Administrative. The final questionnaire contains 18 fields that are described individually and that are not categorised into 6 main fields. The questionnaire is also supposed to disclose the vocational information in Career Mentor in an ordered and structured manner. The 18 fields are therefore linked to more than 500 occupations and the CPI results serve as a search strategy that unlocks the mentioned occupational database according to specific vocational preferences.
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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...
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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
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Die validering van 'n loopbaankeuse vir sosio-ekonomiese benadeelde leerders
- Alexander, Dinah Lydia Magdalena
- Authors: Alexander, Dinah Lydia Magdalena
- Date: 2011-11-10
- Subjects: Vocational guidance , Career development
- Type: Thesis
- Identifier: uj:7273 , http://hdl.handle.net/10210/3948
- Description: D. Litt. et Phil. , The empirical aim of this study is the validation of a career guidance intervention, i.e. the SNUG-guide to career choices. Scheepers (1996) developed this guide for socio-economic deprived learners. An investigation will also be undertaken to ascertain whether the SNUG corresponds at a structural level with the SDS. If this assumption is validated, then the SNUG can replace the SDS as a measuring instrument in South Africa. The learners in the sample come from disadvantaged, socio-economic deprived backgrounds, and therefore Chapter One contained a discussion about the problems that face such communities in the career decision-making realm. The necessity of program development and validation to address these challenges was highlighted. It was determined that the focus should be on empowerment, in order to facilitate sustainability and to ensure that the community can regain control over their lives and future. The theoretical base was formed on Super (1990) and Bandura's assumptions and principles. The intervention was based on Holland's (1985) structural-inter-active model -just like the SDS. To meet the empirical aim of the study, a research method, namely the developmental research method, was utilized. The focus was on the evaluation phase, as this study focused on the validation of an intervention. Due to rationalization and other after-effects of the Apartheid era, there is a shortage of trained guidance personnel in disadvantaged communities. Applying the SNUG-guide can fill this gap, because both facilitators and learners can easily understand it. It was found that the SNUG-guide corresponded with the SDS on a structural level. The results of the research also revealed that most learners like their parents, still preferred Social and Conventional career fields. There is a welcome inclination towards the Investigative careers, which should be encouraged, because few disadvantaged people were historically represented in these careers. There was an absence of interest in the Enterprising fields, which should be investigated further. Learners also indicated that they have an aversion to Realistic careers, because of its historic negative connotation. The learners seemed to view the Artistic field as an extra-mural activity, rather as a career field. In the evaluation, most learners indicated that they had found the program beneficial and that they would be able to make and implement a career decision, due to the help that they have received. An empowerment program, like the SNUG - guide, proved to be a powerful tool to uplift and empower socio-economic deprived communities. It enhances their self-efficacy and leads to feelings of being in control of their lives. With the implementation of the SNUG-guide in this study, the intervention was validated as being an adequate tool to address the career decision-making difficulties of disadvantaged learners, and to empower the community.
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- Authors: Alexander, Dinah Lydia Magdalena
- Date: 2011-11-10
- Subjects: Vocational guidance , Career development
- Type: Thesis
- Identifier: uj:7273 , http://hdl.handle.net/10210/3948
- Description: D. Litt. et Phil. , The empirical aim of this study is the validation of a career guidance intervention, i.e. the SNUG-guide to career choices. Scheepers (1996) developed this guide for socio-economic deprived learners. An investigation will also be undertaken to ascertain whether the SNUG corresponds at a structural level with the SDS. If this assumption is validated, then the SNUG can replace the SDS as a measuring instrument in South Africa. The learners in the sample come from disadvantaged, socio-economic deprived backgrounds, and therefore Chapter One contained a discussion about the problems that face such communities in the career decision-making realm. The necessity of program development and validation to address these challenges was highlighted. It was determined that the focus should be on empowerment, in order to facilitate sustainability and to ensure that the community can regain control over their lives and future. The theoretical base was formed on Super (1990) and Bandura's assumptions and principles. The intervention was based on Holland's (1985) structural-inter-active model -just like the SDS. To meet the empirical aim of the study, a research method, namely the developmental research method, was utilized. The focus was on the evaluation phase, as this study focused on the validation of an intervention. Due to rationalization and other after-effects of the Apartheid era, there is a shortage of trained guidance personnel in disadvantaged communities. Applying the SNUG-guide can fill this gap, because both facilitators and learners can easily understand it. It was found that the SNUG-guide corresponded with the SDS on a structural level. The results of the research also revealed that most learners like their parents, still preferred Social and Conventional career fields. There is a welcome inclination towards the Investigative careers, which should be encouraged, because few disadvantaged people were historically represented in these careers. There was an absence of interest in the Enterprising fields, which should be investigated further. Learners also indicated that they have an aversion to Realistic careers, because of its historic negative connotation. The learners seemed to view the Artistic field as an extra-mural activity, rather as a career field. In the evaluation, most learners indicated that they had found the program beneficial and that they would be able to make and implement a career decision, due to the help that they have received. An empowerment program, like the SNUG - guide, proved to be a powerful tool to uplift and empower socio-economic deprived communities. It enhances their self-efficacy and leads to feelings of being in control of their lives. With the implementation of the SNUG-guide in this study, the intervention was validated as being an adequate tool to address the career decision-making difficulties of disadvantaged learners, and to empower the community.
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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.
- Full Text:
- 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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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:
Exploring card sorting as an intervention to facilitate career exploration and assessment
- Authors: Claassen, Lauren
- Date: 2012-08-27
- Subjects: Card games , Vocational interests - Testing , Vocational guidance , Vocational education
- Type: Mini-Dissertation
- Identifier: uj:3157 , http://hdl.handle.net/10210/6574
- Description: M.Ed. , This study explores how card sorting facilitates career exploration and assessment within the context of career development and with an emphasis on the career constructivist theory. This study focuses on the experience of an adolescent in a secondary school environment and how card sorting facilitated his process of career exploration and assessment. The research design was relied on a case study format, in which a career intervention with the aid of a card sorting technique in collaboration with a story book was explored. One adolescent participant and one care-giver participant were selected for this study. The adolescent participant was selected purposively. The data was collected by means of semi-structured and unstructured interviews, observations and the researcher’s reflections. Data was analysed through means of content analysis. A constructivist paradigm allowed the researcher to construct the self-concept and identity as the main themes in response to the research question and five sub-themes: (1) identity formation, (2) gaining insight into self, (3) uncertainty and conflict with self, (4) self-knowledge, and (5) self-acceptance. It was found that the intervention in career counselling with the aid of card sorting can be used to facilitate career exploration and assessments as it allowed for the participant to engage actively in the process of meaning-making. This allowed for the participant to gain a deeper understanding of personal strengths and assets, which he was able to utilise within his process of career development.
- Full Text:
- Authors: Claassen, Lauren
- Date: 2012-08-27
- Subjects: Card games , Vocational interests - Testing , Vocational guidance , Vocational education
- Type: Mini-Dissertation
- Identifier: uj:3157 , http://hdl.handle.net/10210/6574
- Description: M.Ed. , This study explores how card sorting facilitates career exploration and assessment within the context of career development and with an emphasis on the career constructivist theory. This study focuses on the experience of an adolescent in a secondary school environment and how card sorting facilitated his process of career exploration and assessment. The research design was relied on a case study format, in which a career intervention with the aid of a card sorting technique in collaboration with a story book was explored. One adolescent participant and one care-giver participant were selected for this study. The adolescent participant was selected purposively. The data was collected by means of semi-structured and unstructured interviews, observations and the researcher’s reflections. Data was analysed through means of content analysis. A constructivist paradigm allowed the researcher to construct the self-concept and identity as the main themes in response to the research question and five sub-themes: (1) identity formation, (2) gaining insight into self, (3) uncertainty and conflict with self, (4) self-knowledge, and (5) self-acceptance. It was found that the intervention in career counselling with the aid of card sorting can be used to facilitate career exploration and assessments as it allowed for the participant to engage actively in the process of meaning-making. This allowed for the participant to gain a deeper understanding of personal strengths and assets, which he was able to utilise within his process of career development.
- Full Text:
Holland's SDS classification system and temperament: a comparative study with estate agents
- Authors: Graf, Nicolette
- Date: 2008-11-06T07:23:33Z
- Subjects: Personality , Temperament , Real estate agents , Vocational guidance
- Type: Thesis
- Identifier: uj:14588 , http://hdl.handle.net/10210/1511
- Description: M.A. , Since personality plays a very important role in the choice of career, it was decided to undertake a study whereby the personality traits of individuals of a particular career, namely that of estate agent was explored. The purpose of the study therefore, is to determine whether there are statistically significant differences in certain personality dimensions between estate agents who according to Holland (1997) fit the estate agents category and estate agents who according to Holland (1997) do not fit the estate agents category. Career counselling is discussed on the basis of the current literature on the topic. Career counselling entails matching an individual’s interests and abilities to a suitable career. The viewpoints regarding career counselling that are discussed in this study are the Trait and Factor theory, the career developmental approach of Super (1953) and Holland’s (1997) occupational interest theory. Holland’s (1997) theory is conceptualised in depth as his theory plays a large role in the current study. Furthermore, because personality plays a large role in an individual’s decision of career, various temperament and personality theories are discussed. The factors differentiating temperament from personality have also been included. Finally the relationship between personality and work is explained. The sample group consisted of 44 estate agents who work at one of three branches of the same real estate agency in Johannesburg. Holland’s (1994b) Self Directed Search (SDS) was used to establish the specific occupational three letter code of each of the participating estate agents. This code was compared to the code found in the Occupations Finder (1994a) which specifies the code established by Holland (1994a) as the suitable code for estate agents, (namely ESI). Based on their SDS codes, the participants were divided into two groups. Group one consisted of estate agents who have either ‘ES’ or ‘SE’ as the first two letters of their occupational code, in other words the estate agents closely resembling Holland’s (1994a) code and therefore those that fit the estate agents category according to Holland (1994a). Group two consisted of estate agents whose first two letters of their occupational code were neither ‘ES’ or ‘SE’, in other words the estate agents who do not closely resemble Holland’s (1994a) code and therefore those who do not fit the estate agents category according to Holland (1994a).
- Full Text:
- Authors: Graf, Nicolette
- Date: 2008-11-06T07:23:33Z
- Subjects: Personality , Temperament , Real estate agents , Vocational guidance
- Type: Thesis
- Identifier: uj:14588 , http://hdl.handle.net/10210/1511
- Description: M.A. , Since personality plays a very important role in the choice of career, it was decided to undertake a study whereby the personality traits of individuals of a particular career, namely that of estate agent was explored. The purpose of the study therefore, is to determine whether there are statistically significant differences in certain personality dimensions between estate agents who according to Holland (1997) fit the estate agents category and estate agents who according to Holland (1997) do not fit the estate agents category. Career counselling is discussed on the basis of the current literature on the topic. Career counselling entails matching an individual’s interests and abilities to a suitable career. The viewpoints regarding career counselling that are discussed in this study are the Trait and Factor theory, the career developmental approach of Super (1953) and Holland’s (1997) occupational interest theory. Holland’s (1997) theory is conceptualised in depth as his theory plays a large role in the current study. Furthermore, because personality plays a large role in an individual’s decision of career, various temperament and personality theories are discussed. The factors differentiating temperament from personality have also been included. Finally the relationship between personality and work is explained. The sample group consisted of 44 estate agents who work at one of three branches of the same real estate agency in Johannesburg. Holland’s (1994b) Self Directed Search (SDS) was used to establish the specific occupational three letter code of each of the participating estate agents. This code was compared to the code found in the Occupations Finder (1994a) which specifies the code established by Holland (1994a) as the suitable code for estate agents, (namely ESI). Based on their SDS codes, the participants were divided into two groups. Group one consisted of estate agents who have either ‘ES’ or ‘SE’ as the first two letters of their occupational code, in other words the estate agents closely resembling Holland’s (1994a) code and therefore those that fit the estate agents category according to Holland (1994a). Group two consisted of estate agents whose first two letters of their occupational code were neither ‘ES’ or ‘SE’, in other words the estate agents who do not closely resemble Holland’s (1994a) code and therefore those who do not fit the estate agents category according to Holland (1994a).
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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:
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.
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Personality traits, self-directed learning and career decidedness of undergraduate students in a large South African metropolitan university
- Authors: Hirson, Romy
- Date: 2012-06-04
- Subjects: Vocational guidance , Personality , Self-directed learning , Career desision making
- Type: Thesis
- Identifier: uj:2321 , http://hdl.handle.net/10210/4779
- Description: M.A. , Although there has been a wealth of research and development in the field of vocational psychology students continue to experience difficulties in making career decisions and remain either uncertain about career decisions that have been made, or undecided over career options (Stead & Watson, 2006). An improved understanding of the factors influencing career decision-making and the degree of their influence is needed to identify interventions for students struggling to make a vocational choice. Although multiple variables influence the decision making process, two constructs of interest that may be considered and which may have important implications for career guidance practices are personality and self-directed learning. Personality has been shown to be related to a myriad of psychological constructs. The present study adopted the Five Factor Model for its inquiry, making use of the Basic Traits Inventory (Taylor & De Bruin, 2006). Self-directed learning can be conceptualised as a set of skills, the manner in which students carry out learning projects, or as a character trait of the person (Brockett & Hiemstra, 1991). Because of their ability to learn autonomously self-directed learners may have more highly developed skills, necessary to make effective decisions. The present study aimed to examine the relationships between personality, self-directed learning and career decision. Specifically, the study intended to determine whether personality and self-directed learning predicted career decision certainty or career indecision. Pearson‟s product-moment correlation was used to determine the relationships between the constructs. Multiple regression analyses were used to determine the predictive effect of these relationships. Some of the five factors of personality were related to career decision. Extraversion had a significant positive relationship with CDS Certainty (r = 0.226) and a significant negative relationship with CDs Indecision (r = 0.150). Neuroticism did not have a significant relationship with career certainty, but was significantly positively related to CDS Indecision (r = 0.220). Conscientiousness had a significant positive relation with CDS Certainty (r = 0.308) and a significant negative relationship with CDS Indecision (r = 0.210). Openness to Experience had a significant positive relationship with CDS Certainty (r = 0.201) but was not significantly related to CDS Indecision. Agreeableness had a significant positive relationship with CDS Certainty (r = 0.273) and although it was not statistically significant, Agreeableness was negatively related to CDS indecision. Self-directed learning was positively and significantly related to CDS Certainty (r = 0.451) and had a significant negative relationship to CDS Indecision (r = -0.257).
- Full Text:
- Authors: Hirson, Romy
- Date: 2012-06-04
- Subjects: Vocational guidance , Personality , Self-directed learning , Career desision making
- Type: Thesis
- Identifier: uj:2321 , http://hdl.handle.net/10210/4779
- Description: M.A. , Although there has been a wealth of research and development in the field of vocational psychology students continue to experience difficulties in making career decisions and remain either uncertain about career decisions that have been made, or undecided over career options (Stead & Watson, 2006). An improved understanding of the factors influencing career decision-making and the degree of their influence is needed to identify interventions for students struggling to make a vocational choice. Although multiple variables influence the decision making process, two constructs of interest that may be considered and which may have important implications for career guidance practices are personality and self-directed learning. Personality has been shown to be related to a myriad of psychological constructs. The present study adopted the Five Factor Model for its inquiry, making use of the Basic Traits Inventory (Taylor & De Bruin, 2006). Self-directed learning can be conceptualised as a set of skills, the manner in which students carry out learning projects, or as a character trait of the person (Brockett & Hiemstra, 1991). Because of their ability to learn autonomously self-directed learners may have more highly developed skills, necessary to make effective decisions. The present study aimed to examine the relationships between personality, self-directed learning and career decision. Specifically, the study intended to determine whether personality and self-directed learning predicted career decision certainty or career indecision. Pearson‟s product-moment correlation was used to determine the relationships between the constructs. Multiple regression analyses were used to determine the predictive effect of these relationships. Some of the five factors of personality were related to career decision. Extraversion had a significant positive relationship with CDS Certainty (r = 0.226) and a significant negative relationship with CDs Indecision (r = 0.150). Neuroticism did not have a significant relationship with career certainty, but was significantly positively related to CDS Indecision (r = 0.220). Conscientiousness had a significant positive relation with CDS Certainty (r = 0.308) and a significant negative relationship with CDS Indecision (r = 0.210). Openness to Experience had a significant positive relationship with CDS Certainty (r = 0.201) but was not significantly related to CDS Indecision. Agreeableness had a significant positive relationship with CDS Certainty (r = 0.273) and although it was not statistically significant, Agreeableness was negatively related to CDS indecision. Self-directed learning was positively and significantly related to CDS Certainty (r = 0.451) and had a significant negative relationship to CDS Indecision (r = -0.257).
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