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Collett, Gary Reece. "Systemic influence on Black South African adolescents' career development : adolescent and parental perspectives." Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/1513.
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Currently, no career theories exist that sufficiently explain the career development of South Africa’s diverse population groups. Consequently, South African researchers have been entirely dependent on international, western-informed career theories. While such theories have taken on a more ethnocentric complexion in recent times, they remain essentially decontextualised for South Africa. Furthermore, although the influence of family and the significant roles of parents have been theoretically acknowledged as critical influences in adolescent career development, there is still a considerable lack of research in South Africa on this topic. The present study therefore explored the perceptions of systemic influences on adolescent career development from the perspectives of both Black middle-class South African Grade 11 learners and their parents. The research was conceptualised within the Systems Theory Framework (STF) of career development and used its derivative instrument, the My Systems of Career Influences (MSCI, Adolescent). The present study utilised a qualitative research method, using answers derived from the MSCI (Adolescent) booklets to inform semi-structured interviews. The data analysis procedure involved the use of Interpretive Phenomenological Analysis to qualitatively analyse data obtained from the semistructured interviews. Findings revealed a number of influences within the individual system (personality, values, abilities), social system (adolescents’ parents and teachers) and societal-environmental system (financial support, the opportunity to work overseas, geographical location, job availability, and the location of universities) that were acknowledged as having an influence on the career development of South African Black middle class adolescents. Each of these findings were explored and unpacked under the four xii identified Interpretive Phenomenological Analysis (IPA) superordinate themes of Family Dynamics, Great Expectations, The Ghost of Apartheid and Coconuts Fall Far From the Tree. Lastly, the limitations of the present study, as well as recommendations for future research are discussed.
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Barto, Heather Heinfelden. "The Career Development of Adolescent Mothers: Research to Practice." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/73011.
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This research endeavor contributes to a better understanding of the career development of adolescent mothers by (a) highlighting the contextual considerations; (b) examining the existing body of literature; (c) contributing to the research on adolescent mothers' career adaptability, resiliency, and obstacles; and (c) proposing ways to bridge the research to practice gap. An ecological examination of the contextual considerations associated with adolescent pregnancy and motherhood provided pertinent information on which to base a culturally sensitive framework to examine the career development of adolescent mothers using the concepts of career adaptability and resiliency and an assessment of obstacles that may impede their career development.
The culturally sensitive framework was used in two studies conducted to better understand the career development of adolescent mothers. The first was a content analysis designed to provide a better understanding of the published literature and to direct a research study. Content analysis findings revealed the need to develop and implement comprehensive programs for adolescent mothers that are strength-based, responsive to areas of need, and foster career development skills/knowledge and resiliency. Using the results of the content analysis, a study was designed to examine the relationships among career adaptability, resiliency, and perceived obstacles to career development with a convenience sample of adolescent mothers. Results indicated that these adolescent mothers were similar to non-mothering peers in the planning and decision making dimensions of career adaptability but lower in exploration. Traits of personal resiliency and emotional reactivity were comparable to non-mothering peers, but relational resiliency was lower. Obstacles most often cited as impeding career development were pressing immediate needs and educational/career related concerns.
Finally, the need to bridge the research to practice gap is discussed including considerations related to practitioners, organizations, and communication. In an effort to bridge the research to practice gap, the Interactive Systems Framework (ISF) is proposed as a model for communicating with practitioners through Synthesis and Translation, Support, and Delivery systems. The model is presented as an example for sharing with practitioners a culturally sensitive framework on the career adaptability of adolescent mothers supported by dissemination and implementation of research findings.Ph. D.
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Turner, Sherri. "Native American adolescent career development : initial validation of a computerized career exploration and assessment instrument /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9988704.
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Shome, Susan Lane. "The Influence of Feminist Mothers on Their Adolescent Daughters' Career Aspirations." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/30311.
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The purpose of this study was to examine (a) the ways in which employed feminist mothers of adolescent daughters share information about the world of work, and (b) how daughters are influenced by the communication they have with their mothers about careers. The research was conducted in a series of qualitative interviews with eight mother-daughter dyads and two mother-daughter triads. The mothers and adolescent daughters lived in one of two communities in the Southeastern United States. Mothers and daughters were interviewed together and separately.
In the process of analyzing data from the interviews, 30 themes emerged. The themes in the category of "Mothers' Attitudes" were: 1) earlier career goals, 2) barriers to occupations, 3) sex discrimination at work, 4) sexual harassment, 5) positive professional experiences, 6) balancing work and family, 7) expectations of others, 8) something to fall back on, 9) division of labor at home, 10) influencing daughters' choices, 11) assessment of daughters' strengths and struggles, 12) workplace challenges daughters may face, 13) definitions of feminism, 14) comfort level with feminist label, 15) developing a feminist consciousness, and 16) feminism and child rearing. "Daughters' Attitudes" were coded: 1) dream job, 2) roads not to be taken, 3) career goals and objectives, 4)attitudes toward subjects in school, 5) influence of teachers and others 6) perceptions of mothers' expectations, 7) perceptions of mothers' work life, 8) career awareness and exploration, 9) fifteen years from now, 10) projected division of labor at home, 11) definitions of feminism, and 12) comfort level with feminist label. "Mother-Daughter Interaction" yielded two themes: 1) frequency and location of communication, and 2) advice and support for daughters' career choices.
Recommendations for action included (a)that school personnel recognize mothers' contributions to career development, and (b) that schools and parents work together on eradicating sexism in schools. Some suggestions for areas for future research were (a) math teaching strategies, (b) parents and daughters in extra-curricular activities, (c) mothers in nontraditional careers, and (d) mothers and daughters in different cultures.Ph. D.
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Flores, Lisa Y. "Factors contributing to the career orientation of Mexican American adolescent women /." free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9953858.
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Catraio, Christine. "The Role of Gender, Race, Ethnicity, and Parental Education in Urban Adolescent Career Development." Thesis, Boston College, 2011. http://hdl.handle.net/2345/3215.
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Thesis advisor: James R. MahalilkThe disparities that are prevalent in urban environments have a profound impact on the educational and career trajectories of urban minority youth. In the interest of promoting the success among urban minority youth, it is critical to understand the influence of contextual factors on career development. Urban students of color observe and experience disparities based on gender, race, ethnicity, and parental education (Chang, Chen, Greenberger, Dooley, and Heckhausen, 2006; Fassinger, 2008). A major theoretical framework that has been used to address contextual factors in career development is Social Cognitive Career Theory (SCCT); (Lent, Brown, and Hackett, 1994). The current study examines the socio-contextual variables of gender, race, ethnicity, and parental education (and their interactions) in predicting adolescents' perceptions of barriers to academic and career goals, expectations of reaching goals, and engagement in career planning activities. Archival data was used from a larger longitudinal study that was conducted during the implementation of a vocational program [called Tools for Tomorrow] that was offered at two public high schools in a Northeastern city for three years (Kenny, Blustein, Haase, Jackson, and Perry, 2006). There were 208 participants with a mean age of 14 (57% females and 43% males). Hierarchal multiple regressions revealed that boys, Latino/a students, and low levels of parental education were significantly associated with lower expectations about reaching goals. An exploratory analysis was conducted with three specific ethnic groups: African American, Caribbean, and Latino/a students. Among the findings, African American girls were more likely to engage in career planning activities. This study is among the few that explore the career development of Caribbean adolescents and differentiates the experiences of students of color in career related cognitions and behavior. Limitations for this study and implications for future research, education, and vocational interventions are discussed
Thesis (PhD) — Boston College, 2011
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental, and Educational Psychology
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Leal, Veronica Michelle. "Predictors of non-traditional career self-efficacy in Mexican-American adolescent women." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1147212703.
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Stolarczyk, Elizabeth Maria, and Mary McMahon. "Systemic influences on the career development of a sample of black South African adolescent females: adolescent and parental perspectives." Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/12865.
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Career counselling in South Africa is yet fully support the transformation process taking place nationally. More specifically, the discipline of career psychology requires the emergence of a career development theory commensurate with its diverse population. historically, extensive use was made of western career theories which were not applicable to the majority of South Africa's culturally and ethically diverse population groups consisting predominantly of black individuals of low socioeconomic status. In addition, since 1994 a black middle class has emerged in South Africa that has become increasingly prominent. Familial and parental influence on the career development of adolescents is acknowledge as pivotal; however, little South Afriucan research exists on this topic. The aim of the present study is to investigate the systematic influence on adolescent career development from the perspectives of black South African middle class grade 11 females and their parents.
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Salgado, Susana Ortiz. "Influence of feminist orientation & family connectedness on adolescent Latino/a students' career aspirations /." view abstract or download file of text, 2007. http://proquest.umi.com/pqdweb?did=1404354681&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.
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Thesis (Ph. D.)--University of Oregon, 2007.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 199-212). Also available for download via the World Wide Web; free to University of Oregon users.
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Weltner-Brunton, Susan Lynn. "Perceived self-competence and career development of adolescent boys with and without learning disabilities /." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487676261010632.
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Schmitz, David L. "College and career readiness| Exploring rigor through relevance and its relationship with adolescent identity development." Thesis, University of Missouri - Columbia, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10182616.
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The purpose for this study was to examine the relationship between adolescent identity development, relevance, and rigor among high school students. The premise under investigation is rooted in the concept of building rigor through relevance. Students who have engaged in personal exploration and commitment to certain ideological and interpersonal issues, specifically personal and occupational identity (Erikson, 1982; Marcia, 2002; Super, 1980) are purported to find increased relevancy in their coursework (Crumpton & Gregory, 2011) and in turn engage in more rigorous studies. This study used a profile of high school seniors to explore the relationship between adolescent identify development, student participation in relevance building activities, and engagement in academic rigor.
This cross-sectional study utilized quantitative methods to analyze archival survey, transcript, and performance data on student engagement in relevance, rigor, and identity producing activities (Fink, 2009). A Midwest school district, granting access to archival data, had engaged in extensive research on relevance, rigor, and identity. A review of literature resulted in the emergence of six factors related to college and career readiness. The focus on career exploration, adult guidance and support, career planning, occupational identity status, academic intensity, and performance benchmarks were aligned with the research questions for this study.
Findings of the study revealed students had positive experiences with adult guidance and support and career planning. Students reported parents or guardians and teachers as having a significant influence on their career aspirations, while counselors were viewed in a less significant role. Perceptions of career exploration experiences were reported low, however a lack of workplace experience was found as a key factor in that finding. Students in the study were found to have engaged in overall low levels of academic intensity which was consistent with the literature on academic rigor. A key finding was that adolescent identity status matters in relation to academic rigor and relevance. Exploration of individual passions and interests followed by commitment to an occupational identity was found to be related to engagement in rigor and relevance.
The study provided insight into the relationship between adolescent identity development, relevance, and rigor among high school students. However, additional questions about this relationship emerged during the study. Further research into the role of school counselors as leaders, impact of workplace experience on occupational identity development, exploration of how identity develops over time, analysis of career exploration variables related to identity, and exploration of findings for ACT composite will support more clarity in the arena of college and career readiness.
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Sandifer, Dan Markham. "Family ties and growing up to be: late adolescent career development and intergenerational family relationships." Diss., Virginia Tech, 1993. http://hdl.handle.net/10919/40471.
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Wenner, Jennifer Rose. "Summer Youth Work Programs: An Evaluation and Examination of Variables Contributing to Adolescent Career Development." Diss., North Dakota State University, 2017. http://hdl.handle.net/10365/25944.
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Adolescence is crucial for career development, as youth begin to engage in activities to prepare for their careers. However, at-risk and rural youth may face barriers to developing useful career traits like career adaptability and work hope. One barrier is insufficient parental support. Parental support is associated with the development of skills and characteristics that promote career success (Keller & Whiston, 2008). However, certain personal and social variables, including grit and mentoring relationships, may help youth succeed despite inadequate parental support. Additionally, programs that engage at-risk youth in work-related tasks and experiences may help youth develop positive career trajectories. Therefore, youth work programs must be evaluated, given their potential to impact career development. The research involved 106 youth ages 14-23 who participated in summer work-training programs. Participants took a pretest, posttest, and 3-month follow-up to examine change in program goals over time, and identify relationships and personal characteristics that can help youth develop career adaptability and work hope. Study one examined outcomes consistent with program goals to assess program effectiveness. Linear regression analyses showed that worksite performance only increased for those who had previously worked, such that those with more previous work experience had greater improvement in worksite performance. Multilevel models showed a significant or marginally significant increase in understanding the value of school and career adaptability over time. No significant increase was found for leadership and work hope. T-tests showed worksite supervisors scored the quality of their mentoring relationship with participants significantly higher than participants, and regression analyses showed participant perceptions of the mentoring relationship did not predict the continuity of the relationship three months later. The second study focused on personal characteristics and social relationships that are related to career adaptability and work hope. Multilevel models showed parental support and grit significantly positively predicted career adaptability and work hope. Grit moderated the relation between parent support and career adaptability, but not parent support and work hope. No findings were significant regarding perceived mentoring relationship or changes over time. The discussion focuses on program effectiveness, future directions, ways to improve programming, and ways to promote career traits.Graduate School Doctoral Dissertation Award
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Condon, Rhiannon W. "Parental and Social Influences Associated with the Development of Gender Role Conflict during Female Adolescences: As Related by Mature Women in Gender Variant Career Fields." University of Toledo / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1351419346.
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Mekgwe, Nnananyana Khutsafalo Erminah. "The career planning needs of senior public secondary school learners in Gaborone, Botswana / Nnananyana K.E. Mekgwe." Thesis, North-West University, 2010. http://hdl.handle.net/10394/4646.
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Career choice is one of the most daunting decisions one has to make, since it has implications that affect a variety of aspects in one’s life. For adolescents, career decision–making is even more challenging because it is done at a time when adolescents are going through a period of identity formation, and when their core personalities have not yet been fully formed. It is therefore essential to provide systematic career guidance programmes that will assist adolescents in their career development in order to empower them to make realistic career choices.
The school, as a place where adolescents spend most of their time, can be used as a vehicle to promote meaningful career development amongst adolescent learners. However, the contribution by adolescents themselves in determining the appropriate content and career guidance services/activities that will best address their needs is vital.
Senior secondary school learners, in particular, are in a position to articulate their career planning needs and to identify the deficits in existing career guidance programmes.
The situation in Botswana where career guidance forms only a quarter of the public secondary school guidance and counselling programme, which, with all its four components, is allocated only one 40 minute–period per week deserves special attention. Hence, this study set out to determine:
* the career planning needs of Senior Public Secondary School Learners in Gaborone, Botswana as articulated by the learners themselves;
* the extent to which the current career guidance programme in Senior Public Secondary Schools meets the needs of the learners.
A mixed methods design, consisting of the use of a questionnaire to collect the quantitative data and a qualitative method in the form of focus–group interviews, was used to collect the data for the study.
The findings of the study highlight several challenges which hamper the provision of a systematic career guidance programme to the learners, which include limited time, lack of trained personnel and less than optimal career service delivery practices. The lack of key career exploration activities in schools, such as the use of internet resource materials and career video/audio tapes, job–shadowing, career field–trips/excursions and, in some cases, career talks, results in learners experiencing unmet career needs. This situation affects the extent to which the curriculum in place addresses the career planning needs of the learners. No significant differences were noted in the needs of the learners according to gender.
The study reveals that the Career Guidance Programme provides the relevant theoretical frame–work for providing the necessary assistance to learners to make informed career decisions. However, the actual implementation of the programme in the different schools leaves a lot to be desired, with several learning outcomes for the career guidance programme in both Form 4 and Form 5 not being achieved. The effectiveness of the annual career fair as a major method of disseminating career information to learners also came into question since most learners expressed having gained minimal benefit from it.Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2011.
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Brown, Samantha Danielle. "Sociopolitical development and career interventions: comparing two conditions of a career intervention with rural middle school students." Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/6376.
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Health disparities continue to persist in the United States, with individuals in rural areas often experiencing greater health concerns and health outcomes than individuals living in suburban or urban areas. Lack of access to healthcare providers is one contributing factor to these disparities. Studies have shown that healthcare providers from rural areas are more likely to return to those areas to work. Increasing pipeline education programs within K-12 settings may help create a larger pool of rural individuals interested in healthcare professions. Connecting education and careers to the well-being of a community may help students to see how their future careers can contribute to the vitality of their community, such as through sociopolitical development. This dissertation evaluated and compared the effectiveness of two conditions of an existing healthcare career education program, Project HOPE. The seven-week intervention was implemented with rural 8th grade students within the context of a seminar class. The results of the study showed, overall, that the intervention is effective at increasing healthcare career search self-efficacy; however, the findings suggest that it decreases community engagement. In contrast to the hypothesis, the results showed that the standard condition of the intervention was more effective at increasing socio-cognitive variables than the sociopolitical development condition. The findings are discussed in context of existing literature and with consideration to the sociopolitical context in which the intervention was implemented. Implications of the findings for vocational psychologists, as well as future directions of study are discussed.
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Dullabh, Asha. "The career development of adolescents in a children's home: a career systems perspective." Thesis, University of Port Elizabeth, 2004. http://hdl.handle.net/10948/319.
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Adolescents in a children’s home are exposed to unique experiences from an early age. These adolescents develop in a system with early deprivation experiences, which may result in developmental and adjustment problems that impact on several spheres of their lives, including their career development. Given the lack of South African career research on adolescents, the present study aimed to explore and describe the career development of adolescents in a children’s home. Specifically, this exploration takes the perspective of the systems theory framework of career development which is comprised of three interrelated systems, namely the individual, social, and the environmental/societal systems. The research approach was exploratory and descriptive in nature and was conducted both within a qualitative and quantitative framework. A workbook titled My System of Career Influences (McMahon, Patton, & Watson, 2003a), was used to collect the data. A non-probability, purposive sampling technique was employed to obtain the sample which consisted of 16 English-speaking adolescents, aged between 13 and17 years. Age, gender and culture were not considered in this study. The qualitative data was subjected to content analysis to identify themes, while frequency counts were used for the quantitative data. The results indicate that the present sample of adolescents is presently in the process of exploring and crystallizing their career choice, therefore fitting well within Super’s (1990) theoretical career stage of Exploration. The majority of the adolescents indicated that their present career situation involves making choices regarding schools, subjects, and participation in activities. Quantitative findings indicate that all influences within the three interrelated career systems have an influence on the career development of adolescents in a children’s home. Based on frequency counts, individual system influences such as personality, health, interests and abilities were identified as prominent influences. Within the social system, prominent xi influences included parents, friends, teachers and reading. Within the environmental/societal system, influences such as financial support, location of universities, availability of jobs, and opportunities to work overseas were identified as prominent influences. In addition, adolescents were able to reflect on their personalized diagram of system influences and thus to examine the inter-relatedness of the three systems. The present study highlights the applicability of both the systems theory framework and the My Systems of Career Influences measure in exploring and describing the career development of adolescents in the unique contexts within which they live. Limitations and recommendations for future research based on the present findings are suggested.
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Smith-Weber, Sheila Marie. "The influence of social cognitive career theory on African-American female adolescents' career development /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9924940.
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Paradiso, Ângela Carina. "Desenvolvimento de carreira de jovens trabalhadores : dimensões psicossociais." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2008. http://hdl.handle.net/10183/16664.
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Esta dissertação buscou compreender o papel do trabalho nas transformações do autoconceito vocacional de jovens trabalhadores e na realização de tarefas do desenvolvimento de carreira do estágio de exploração segundo a teoria de Donald Super. A análise de conteúdo de entrevistas com 2 moças e 4 rapazes entre 17 e 20 anos contemplou suas percepções gerais sobre o trabalho, experiências ocupacionais e autoconceito. As tarefas de desenvolvimento de carreira foram categorizadas por dois juízes e o índice de concordância estatística de Kappa foi de 87% (p<0,001). O trabalho favoreceu a transformação de elementos do autoconceito, o aprendizado de atitudes e habilidades sociais, mas pouco contribuiu nas escolhas profissionais. Significados e expectativas sobre o trabalho e aspectos do contexto foram fundamentais na compreensão do objeto de estudo. Ao final são apresentadas considerações sobre as implicações dos resultados na intervenção e em políticas de trabalho destinadas à juventude.This dissertation's aim was to investigate the role of work in the transformation of the vocational self-concept of young workers and in the achievement of career developmental tasks related to the stage of exploration. This, according to Donald Super's theory. The analysis of interviews with 2 young women and 4 young men between 17 and 20 years old involved their general perceptions about work occupational experiences and self-concept. The career developmental tasks were categorized by two judges and the index of statistical agreeableness Kappa was to 87% (p<0,001). The work allowed for both a change of self-concept and learning behaviors and social skills - although it didn't contribute much to the career choices of the participants. The meanings and expectations about work and aspects related to the context were fundamental to the comprehension of the object of this study. In the end, considerations about the implications of the results on interventions and work policies for youth are presented.
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Kuit, Wim. "The career development of South African Grade 11 adolescents a career systems and discursive perspective." Thesis, Nelson Mandela Metropolitan University, 2006. http://hdl.handle.net/10948/462.
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Career psychology in South Africa has traditionally been constituted by the vocabularies, assessment methods, counselling practices and research objectives of the modernist-positivist paradigm. This paradigm has produced a rich but disparate and fragmented range of career theories, research perspectives and career education practices that have been limited in their consideration and integration of the broad range of contextual factors that influence the career development of South African adolescents in unique ways. This limitation has had, and still has, the potential of promoting prescriptive and disqualifying constructions of career development for South African youth. A search for alternatives to traditional modernist-positivist understandings of career has led, however, to a further fragmentation of the career field into what can broadly be termed qualitative and quantitative approaches. This twofold fragmentation, as well as the dynamic complexity of the world of work in the twenty-first century, has inspired this study’s investigation of an integrating framework that employs a wide range of career theoretical perspectives in the service of constructing experience-near accounts of the complex and fluid interrelationship between individual career makers and their specific social, environmental and societal contexts. The present study has therefore employed the Systems Theory Framework (STF) in investigating and co-constructing representations of the career development of a group of South African adolescents in a way that acknowledges their unique systems of career influence and discursive contexts. The research adopted an exploratory-descriptive design in collaborating with the participants in this investigation. In the first phase of the study a sample of 70 grade 11 male and female adolescents from middle socioeconomic status environments were invited to complete the My Systems of Career Influences (MSCI) workbook in re-presenting systemic constructions of their career development. Tesch’s model of qualitative content analysis and frequency counts has been used to re-present that process to you in this text. In the second phase of the study the researcher collaborated with one participant in a systemic narrative career counselling process. During this process an account of the participant’s career narrative was co-constructed in conversations guided by a poststructural narrative approach to career counselling and the MSCI’s structuring of the participant’s complex systems of influence. The co-constructed account was critically examined according to Parker’s approach to discourse analysis. The second phase investigated how the counselling and research processes had positioned the participant in relation to her influential systems and their privileged discourses of career development. The study is particularly pertinent to a growing need for the development of respectful, critical and non-discriminatory career assessment, career research and career counselling collaborations between professionals and career makers navigating the unique and diverse South African context.
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Luginbuhl, Paula. "Predicting Educational and Career Expectations of Low Income Latino and Non-Latino High School Students: Contributions of Sociopolitical Development Theory and Self-Determination Theory." Thesis, University of Oregon, 2014. http://hdl.handle.net/1794/18488.
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The purpose of this study is to clarify the relationship between sociopolitical development, autonomous motivation, and educational and career outcomes among low income Latino and non-Latino high school students and to explore the socioeconomic and ethnocultural differences among these relationships. This study is informed by Sociopolitical Development Theory (SPD) and Self-Determination Theory (SDT). Both SPD and SDT are frameworks that have been applied to the educational experiences of low-income and ethnocultural minority students in previous research. In this study, I tested a model to examine the relationship of sociopolitical development and career and educational outcomes for a diverse sample of high school students as mediated by autonomous motivation, a key feature of SDT. Structural equation modeling was used to test whether the data from a diverse sample of high school students (N = 1196) fit the proposed model. Differences in model fit for subsamples of Latino and non-Latino participants and for lower and higher SES participants also were explored. Results suggest that high school students' sociopolitical development predicts career and educational outcomes, and this relationship was partially mediated by autonomous motivation. Model fit did not vary as a function of SES or ethnicity. Results lend confidence to the utility of SDT and SPD in predicting educational and career outcomes for high school students. Interventions that promote SPD and autonomous motivation are described. Strengths and limitations of the study are discussed.
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Albien, Anouk Jasmine. "Exploring grade 12 Kayamandi adolescents' career influences using the Systems Theory Framework of Career Development." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85790.
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Thesis (MA)--Stellenbosch University, 2013.ENGLISH ABSTRACT: Major gaps exist in the understanding of career development across diverse population groups and cultures, a lacuna that postmodern career counselling approaches aim to address. Career choices have been historically constrained for many South Africans by the Apartheid system, indicating the prescribing effects that socio-political and economic factors exert on the field of career psychology. Because disadvantaged adolescents are such an under-researched group, research is needed to provide cogent accounts of their experiences. The Systems Theory Framework of career development (STF) was chosen to contextualise the multitude of career influences present in facing a key life transition in Makupula High School learners in the Kayamandi township. The present research examined the complex interplay of contextual influences that impacts this sample of Grade 12 learners in making career decisions, to provide insight into perceived career opportunities, enablers and unique contextual constraints. The research aimed to identify individual, social and environmental-societal level influences present in career decision-making, using the qualitative career measure My Systems of Career Influences (MSCI) as well as individual interviews and a focus group. Respondents‟ accounts of self-awareness, surrounding environmental resources, influences of significant others (parents, teachers and peers), and past, present and future effects were analysed. At an individual level, a scarcity of opportunities for self-reflection and critical thinking was observed, which culminated in limited insight into personal abilities and poor integration of personal information in occupational choices. High self-efficacy beliefs and expectations were noted, with a sense of responsibility assumed for constructing successful career paths. However, high order cognitive processes, such as future planning, were absent, showing the need for career counselling to build career adaptability and resilience. Social level influences were the most prominent influences, indicating the importance attached to family support, although a lack of parental involvement in career planning was voiced due to the low occupational status of parents. The school context provided examples of subject mastery and career information from teachers; in contrast, friends were described as dual entities, being supportive and providing negative influences. A lack of visible local role models and success pathways resulted in career choices being based on media depictions of careers as well as media role models, in the absence of additional accessible career information. The theme of career myths illustrated the need for accurate career information, and the theme of cultural identity emerged. Africentric narratives of overcoming suffering formed resilient mechanisms that were linked to a black racial identity, yet constrained movements away from extended family structures and the township. The reconciliation of “western” career aspirations with rural roots in forming a coherent self-concept may be the greatest challenge in vocational identity development for disadvantaged adolescents. At the environmental-societal level, Kayamandi was discussed as an enabling and disadvantageous environment, and reference was made to the resources and language barriers that were inherent in Stellenbosch town. Lastly, MSCI feedback indicated the necessity of reflection processes, and criticisms were also discussed. Themes that emerged from the learners‟ career stories can assist in providing insight that would aid future career development, counselling processes and the creation of context-specific interventions.
AFRIKAANSE OPSOMMING: Daar bestaan groot leemtes in die verstaan van loopbaan-ontwikkeling by verskillende bevolkingsgroepe en kulture, „n gaping wat postmoderne beroepsberaders poog om aan te spreek. In die verlede is beroepskeuses vir vele Suid-Afrikaners beperk deur die Apartheidstelsel, wat dui op die voorskriftelike impak van sosio-politiese en ekonomiese faktore op die gebied van beroepsielkunde. Gegewe dat daar min navorsing gedoen is aangaande benadeelde adolessente, is navorsing nodig om koherente weergawes van hul ervarings te verskaf. Die Sisteemteorieraamwerk van loopbaan-ontwikkeling (Systems Theory Framework, STF) is gebruik om die menigte van beroeps-invloede te kontekstualiseer wat gepaard gaan met „n belangrike lewensverandering by leerders verbonde aan die Hoërskool Makupula in die Kayamandi-dorpsgebied. Die huidige navorsing het die komplekse wisselwerking van kontekstuele invloede ondersoek wat hierdie steekproef van graad 12-leerders beïnvloed het rakende loopbaankeuses, en poog om die nodige insig te verskaf van waargenome loopbaangeleenthede, ondersteuningsnetwerke (“enablers”) en spesifieke kontekstuele beperkings. Die navorsingsdoelwitte behels die identifisering van individuele-, sosiale- asook omgewings-en-samelewingsvlakke wat loopbaankeuses beïnvloed. Die kwalitatiewe loopbaanmeetinstrument “My Systems of Career Influences” (MSCI), individuele onderhoude en „n fokusgroep is gebruik. Die respondente se weergawes van “self,” beskikbare omgewings-hulpbronne, invloede van betekenisvolle ander (ouers, opvoeders en portuurgroepe) asook die impak van die verlede, hede en die toekoms is ontleed. Die individuele vlak van ontleding het gebreke rakende self-refleksie en kritiese denke aangedui, wat gelei het tot die beperkte insig van persoonlike vermoëns en die gebrekkige integrasie van persoonlike inligting aangaande loopbaankeuses. Die respondente het sterk oortuigings van self-doeltreffendheid getoon, en „n sin van die nodige verantwoordelikheid vir die daarstelling van suksesvolle loopbaanrigtings. Hierteenoor egter het hoë-orde kognitiewe prosesse, soos toekomsbeplanning ontbreek, wat die behoefte aan loopbaanberading getoon het sodat loopbaan aanpasbaarheid en veerkragtigheid ontwikkel kan word. Die sosiale vlak van ontleding het die mees prominente invloede getoon wat die belangrikheid van familie-ondersteuning aandui, alhoewel die gebrekkige betrokkenheid van ouers rakende loopbaanbeplanning geblyk het as gevolg van die die lae beroepstatus van die ouers. Die skoolkonteks het voorbeelde gebied van die vakke wat die respondente bemeester het asook loopbaan-inligting soos verskaf deur die onderwysers; hierteenoor is die vriende beskryf as tweevoudige entiteite wat aan die eenkant ondersteuning bied, maar aan die anderkant ook die negatiewe invloede. „n Gebrek aan sigbare plaaslike rolmodelle en suksesvolle loopbaanrigtings het gelei tot loopbaankeuses wat gebaseer word op die voorstellings van beroepe soos in die media, asook media-rolmodelle in die afwesigheid van aanvullende en toeganklike loopbaan-inligting. The tema van loopbaan-mites het die behoefte aan akkurate loopbaan-inligting ge-illustreer; en die tema rakende kulturele-identiteit het na vore gekom. Afri-sentriese narratiewe van die oorkoming van swaarkry wat gelei het tot veerkragtige hanteringsmeganismes, is gekoppel aan „n swart rasse-identiteit, alhoewel dit ook die bewegings weg van die uitgebreide familie-strukture en die dorpsgebied belemmer. Die versoening van “westerse” loopbaan-verwagtings met die landelike verbondenheit om „n koherente selfkonsep te vorm, kan die grootste uitdaging wees in die ontwikkeling van „n loopbaan-identiteit vir benadeelde adolessente. Op die omgewings-samelewingsvlak van ontleding is die volgende bespreek: Kayamandi as „n bemagtigende én „n nadelige omgewing; die hulpbronne; en probleme aangaande taalkwessies wat deel is van die Stellenbosse gemeenskap. Ten slotte, die MSCI terugvoering het die behoefte aan refleksie-prosesse aangedui en kritiekpunte is ook bespreek. Temas wat geïdentifiseer is in die leerders se loopbaan-stories kan bydra tot die verkryging van insig vir toekomstige loopbaan-ontwikkeling, beradingsprosesse, en vir die ontwikkeling van konteks-spesifieke intervensies.
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Geijsendorpher, Clare. "The career development of low socioeconomic status black South African adolescents: a career systems perspective." Thesis, Nelson Mandela Metropolitan University, 2008. http://hdl.handle.net/10948/670.
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The adolescent stage of development entails many overt and covert challenges and influences that have bearing on spheres of later life, including career development. With South African counsellors being largely dependent on Western career theories, the influence of contextual factors such as cultural beliefs and historical background on the career development of South African adolescents has been largely ignored. The recent acknowledgement of the unique and complex interrelationship between individuals and their specific social, environmental and societal context has motivated the development of an overarching theoretical framework of career development, the Systems Theory Framework (STF). The present study has therefore employed the STF and a qualitative career assessment measure, the My System of Career Influences (MSCI), to facilitate in exploring and describing the unique systems of career influence on the career development of a group of South African adolescents. A non-probability, purposive sampling technique was employed to obtain the sample from a co-educational, Xhosa-speaking secondary school situated in a low socioeconomic area. The research approach was exploratory and descriptive in nature, and the MSCI assisted in the collection of qualitative and quantitative data from a sample of 64 Grade 9, 10 and 11 female and male black adolescents from low socioeconomic status environments. The qualitative data was subjected to content analysis to identify themes, while frequency counts/percentages were used for the quantitative data. The results of the study indicate that all influences within the three interrelated career systems have an influence on the career development of black adolescents. Furthermore, the MSCI workbook was shown to assist participants in identifying and evaluating significant systemic influences that have contributed to their career development to date. Participants from both genders and all grade levels were able to successfully complete the MSCI workbook and provide reflective comments on their MSCI personalised diagrams. The applicability of both the STF and the MSCI are acknowledged. Limitations and recommendations for future research based on the present findings are suggested.
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Panagos, Rebecca J. Huffman. "Self-efficacy and the career development of adolescents with learning disabilities /." free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9737846.
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Punch, Renee J., and n/a. "Career Development and Adolescents Who are Hard of Hearing: Career Maturity, Career Decision-Making and Career Barriers Among High School Students in Regular Classes." Griffith University. School of Education and Professional Studies, 2005. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20060608.124321.
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In Australia, as in most English-speaking countries, increasing numbers of children with significant hearing loss are being educated in regular classes with the support of itinerant teachers of the deaf, rather than in segregated settings. These students primarily use their amplified residual hearing and communicate orally, and may be functionally defined as hard of hearing. This thesis reports on a study investigating the career development of hard of hearing high school students attending regular Year 10, 11, and 12 classes with itinerant teacher support in the Australian states of Queensland and New South Wales. The students had bilateral sensorineural hearing losses ranging from mild to profound. The study sought to identify and analyse the key factors that influence the career development of this population. The design of the study was informed by Social Cognitive Career Theory (Lent, Brown, & Hackett, 1994), with its emphasis on cognitive variables, personal agency, diversity, and contextual influences, and the developmental theory of Donald Super and its associated concept of career maturity (Super, 1980; Super, Savickas, & Super, 1996). The study also investigated the social participation of hard of hearing adolescents and the relationship among the students' perceptions of their social participation, their social self-concept, and their career decision-making. The research was conducted using a three-phase, mixed methods approach incorporating two major phases, one quantitative and one qualitative, preceded by a minor, preliminary phase. The preliminary, exploratory phase of the study was included in order to guide the design of the survey instrument, and in particular the section covering perceived career barriers, an area not discussed in the literature for this population. Interviews were conducted with four hard of hearing Year 12 school students and four hard of hearing first-year university students who were recent school-leavers. In phase two, sixty-five hard of hearing students were compared with a matched group of normally hearing peers on measures of career maturity, career indecision, perceived career barriers, social participation and three variables associated with Social Cognitive Career Theory: career decision-making self-efficacy, outcome expectations, and goals. In addition, predictors of career maturity were tested for both groups. Phase three comprised the collection and analysis of qualitative data from interviews with a proportion of the survey respondents to explore the quantitative results in greater depth. Twelve students with hearing losses ranging from moderate to profound participated in these interviews. Results of the quantitative analysis indicated that (a) the two groups did not differ on measures of career maturity or social participation, (b) the Social Cognitive Career Theory variables were less predictive of career behaviours for the hard of hearing students than for the normally hearing students, and (c) perceived career barriers related to hearing loss predicted lower scores on the measure of career development attitudes for the hard of hearing students. The quantitative data also showed that survey respondents reported high levels of anticipation of some hearing-related barriers to achieving their educational or career goals, particularly 'people not understanding my hearing loss.' The results of the qualitative analysis extended many of the quantitative findings, yielding information and insights inaccessible through traditional quantitative methods. The qualitative findings revealed ways in which students perceived potential barriers, how they felt about them, and ways in which their perceptions of barriers influenced their career choice and decision-making. In addition, the qualitative findings revealed a complex interaction among students' social participation with their peers, their experiences of other people's negative reactions, their self-consciousness about their hearing loss, their fears about mishearing people, and their career decision-making. In sum, the study identified potential career barriers as a key factor influencing the career development of this group of hard of hearing students, and clarified understanding of the way in which their social self-concept interacted with their career development. The study's findings contribute to current knowledge and understanding of the career development of adolescents with significant hearing loss who attend regular classes with itinerant teacher support in two states of Australia. The thesis discusses implications for theory and for practice that have arisen from the study, and sets out recommendations for ways in which the career development and transition of this population might be improved.
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Pierson, Brian Michael. "The facilitation of career development of adolescents with parental involvement in a structured program." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28266.
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This study was concerned with developing and exploring a reasonably comprehensive scheme of categories which describes, from the perspective of adolescents, what facilitates their career development during the process of participating in the Partners Program.
The critical incidents Technique was used to elicit 302 Incidents from nine dyads. Each dyad consisted of a parent and their high school adolescent. This study took place over a four-month period, and after completion of the program, the participants were interviewed individually to determine the events that facilitated the career development of the adolescent. Sixteen categories emerged from the incidents reported. Reliability was suggested by two independent raters who showed 100% agreement in categorization. Participation rate varying from 44% - 61% indicated the soundness of these categories.
From an examination of the findings, theories surfaced from the categories that reflected the threefold aim of the Partners Program. Firstly it fosters career development by increasing self-awareness, career awareness and decision and planning capabilities. Secondly, it strengthens the family support network. Thirdly, it enables the adolescent to make better use of career resources and programs. It is suggested that there is a potency in family relationships in career counselling which could be a powerful ally for the professional counsellor.Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Chang, Chien-huey. "Adolescents with visual impairment or blindness : perceptions of social support and career development /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.
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Stromberg, Cara A. "Career aspirations : similarities and differences between adolescence with learning disabilities and adolescence not receiving special education services /." Online version of thesis, 2008. http://hdl.handle.net/1850/7542.
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Russell, Joyce Irene. "The relevance of microbiological tests in the prediction of caries in adolescents." Thesis, University of Glasgow, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.292025.
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Kaczynski, Michelle Lynn. "An interpretive study of career development processes of adolescents attending a technical high school." [Pensacola, Fla.] : University of West Florida, 2002. http://purl.fcla.edu/fcla/etd/WFE0000063.
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Quinn, Keelan. "Urban Adolescents' Experiences of Parental Unemployment." Cleveland State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=csu1482445377984411.
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Manuel, Donnay. "The relationship between adolescents' subjective well-being and career aspirations amongst adolescents residing in low socioeconomic status communities in Cape Town: The mediating role of social support." University of the Western Cape, 2019. http://hdl.handle.net/11394/7257.
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Magister Artium (Psychology) - MA(Psych)Adolescence is a critical developmental stage wherein adolescents face various challenges which potentially impact on the development of their future orientation, the setting of and working towards goals, and ultimately their life trajectories. Considering South Africa’s socio-political history which has resulted in limitations regarding educational and career possibilities of adolescents, there is a need to examine factors that influence adolescents’ aspirations. The current study thus aimed to ascertain the nature of the relation between adolescents’ subjective well-being and career aspirations. Within this process, the study further aimed to ascertain the extent to which this relation is mediated by social support. The current study forms part of a larger study that explored the relation between adolescents’ career aspirations and a range of personal and contextual factors, using a cross-sectional design. The sample comprised 1082 adolescents (males and females) in grades 8 to 11, purposively selected from eight schools in low-income communities in Cape Town, South Africa. Descriptive statistics were used to determine the levels of career aspirations, subjective well-being and social support among the participants. Mediation analysis using the bootstrap confidence interval approach, within a structural equation modelling data analysis framework was conducted to determine the extent to which social support mediates the relationship between subjective well-being and career aspirations. For the overall model using the pooled sample, the study found a non-significant relation between adolescents’ subjective well-being and career aspirations. Across gender, the results demonstrated a significant relation between subjective well-being and career aspirations for the male group, explaining 2.1% of the variance in aspirations. However, a non-significant relation was obtained for the female group. An important finding of the study is that social support did not mediate the relation between adolescents’ subjective well-being and career aspirations for the pooled sample, and across both gender groups. For females, a significant negative relation was found between social support and aspirations. Results also revealed a significant negative relation between age and aspirations for both males and females. Social support and financial resources are important factors to consider in relation to adolescents’ well-being and aspirations, especially given that the social support that females receive is informed by gender norms and cultural beliefs, which in turn hinders their aspirations. It is recommended that interventions are targeted at an institutional level, inclusive of challenging gender roles, providing information about educational and career opportunities for young people, and improving parenting skills in an effort to advance adolescents’ career aspirations.
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Sundqvist, Charlotte, and Cajsa Ekström. "TRANSITION FROM INITIATION TO DEVELOPMENT IN ICE-HOCKEY; PLAYERS, COACHES AND PARENTS’ PERSPECTIVES." Thesis, Halmstad University, School of Social and Health Sciences (HOS), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-3829.
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The purpose of this study was to investigate what factors facilitate young ice hockey players’ continuation or dropout from sport. The study considers active players’, dropout player’s, coaches’ and parents’ perspectives. The main model that is used in the study is push/pull/anti-push/anti-pull framework (Fernandez, Stephan & Fouquereau, 2006). Other models used in the study are the developmental model (Wylleman & Lavallee, 2004) and the career transition model (Stambulova, 2003). The interviews were conducted with eight participants including three active players, one dropout player, two coaches, one parent to an active player and one parent to a dropout player. Semi-structured interview guides based on Athletes Retirement Decision Inventory (ARDI) (Fernandez et al, 2006) were used. The results showed that friends and fellowship in the team were the biggest factors that facilitate for a player to continue in ice-hockey. Underlying factors that can influence a player to dropout are high amount of hard training and a lack of organization in the club. Factors outside ice-hockey that can influence a player to dropout is his will to focus more on school and socializing with friends outside the sport.
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Correia, Elsa Cristina Azinheira. "Estudo do resultado de uma intervenção no desenvolvimento vocacional de adolescentes." Master's thesis, Universidade de Évora, 2016. http://hdl.handle.net/10174/17559.
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O presente estudo surge da necessidade de garantir a qualidade das intervenções
de aconselhamento de carreira, provenientes da reestruturação provocada pelo atual
contexto de imprevisibilidade vocacional. Especificamente, visa a validação da eficácia
do aconselhamento de carreira baseado no Programa “A minha história de Carreira”
(MHC: Savickas & Hartung, 2012) no trabalho com alunos do 9º ano de escolaridade. O
estudo está dividido em dois momentos, um baseado numa metodologia quásiexperimental,
que teve como objetivo avaliar se a MHC é eficaz no desenvolvimento
vocacional dos alunos em três níveis: certeza vocacional, auto-eficácia face à tomada de
decisão de carreira, e maturidade na carreira (74 alunos); e um segundo estudo qualitativo
que visa analisar a perceção dos participantes (14 alunos) sobre a sua experiência com a
MHC. Os resultados obtidos apontam para a eficácia da MHC no desenvolvimento
vocacional dos adolescentes, na medida em que das 3 hipóteses colocadas, 2 são
corroboradas, aumentando os níveis de maturidade na carreira dos alunos, e a sua
autoeficácia face à tomada de decisão de carreira. Os participantes dos grupos focais
relataram a utilidade de MHC, bem como seus benefícios, que incluem, na sua opinião,
um sentido de direção, informação, e uma melhoria do seu autoconhecimento; Study from the result of vocacional development intervention in
adolescents
Abstract:
The present study arises from the need to ensure the quality of Career Counseling
interventions, from the restructuring caused by the current context of the vocations
unpredictability. Specifically, it aims at the effectiveness validation of the career
counseling based on the Program “My Career Story” (MCS: Savickas & Hartung, 2012)
working with 9ºgrade students. The study is divided in two moments, one based on a
quasi-experimental methodology, that had as objective to evaluate if the MCS is effective
in the vocational development of students at three levels: vocational certain, self-efficacy
face to making vocational decisions, career and maturity in career, (74 students); and a
second qualitative study that aims to analyze the perceiving of participants (14 students)
about their experience with MCS. The results obtained point to the effectiveness of the
MCS in the vocational development of adolescents, insofar as raised 3 hypotheses, 2 are
corroborated, increasing the levels of maturity in the career of the students and their selfefficacy
face to the career decisions. Focus group participants reported the usefulness of
MCS, as well as his benefits that include, in their point of view, a sense of direction,
information, and an improvement in their self-knowledge.
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Cosby, Melanie Coleman. "The influence of racial identity development and locus of control on the career self-efficacy of African-American adolescents." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=602.
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Thesis (Ph. D.)--West Virginia University, 1999.Title from document title page. Document formatted into pages; contains ix, 126 p. Includes abstract. Includes bibliographical references (p. 96-109).
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Modig, Kristoffer, and Erik Källgren. "Exploring dual career experiences of Swedish student-eSport players." Thesis, Högskolan i Halmstad, Akademin för hälsa och välfärd, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-44316.
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The study aimed to explore the experiences of dual career (DC) among Swedish student-eSport players from a holistic perspective, and focused on the challenges faced in DC, the coping strategies used, and how DC influenced the student-eSport players. Interviews were conducted with 7 student-eSport players enrolled in an upper secondary school or university providing DC supportive resources. The participants were all males between 16 and 22 years of age (M= 18, SD= 2.16). The works of Stambulova et al. (2015) and Henriksen (2010) served as foundations in creating the two semi-structured interview guides used by the authors. The authors performed a thematic analysis of the data to identify experiences relevant to the concepts of dual career and athlete talent development. The results showed that the participants’ experienced challenges related to eSports, school, and their private lives. Their private lives were perceived to be the most challenging due to the need of balancing their time between their meaningful relationships and DC demands. Coping strategies claimed to be used were time management, physical activity, and relying on their supportive network. The supportive network encompassing the coach, school environment, friends, partner, and family were identified as a coping resource in congruence with the participants’ individual skills. Positive influence of DC on the student-eSport players was found in both academical and eSport, but negative in private life due to experiencing a lack of time to dedicate to family and friends. The results of the study reveal that Swedish student-eSport players’ DC experiences share similarities with those experienced by student-athletes in traditional sports, and highlights challenges and positive benefits associated with combining eSports with studies.Studiens syfte var att utforska erfarenheterna av dubbla karriär (DC) bland svenska eSport-spelare ur ett holistiskt perspektiv, och fokuserade på att undersöka utmaningar som uppstod, coping-strategier som användes, och hur DC påverkade student-eSport spelarna. Intervjuer utfördes med 7 student-eSport spelare antagna på gymnasier eller universitet som erbjuder DC stöttande program. Deltagarna var män och var mellan 16 och 22 år gamla (M = 18, SD = 2,16). Arbetena av Stambulova et al. (2015) och Henriksen (2010) agerade grunder i skapandet av de två semi-strukturerade intervjuguiderna som användes av författarna. Författarna genomförde en tematisk analys av materialet för att identifiera erfarenheter relaterade till koncepten av dubbla karriärer och talangutveckling. Resultatet visade att student-eSport spelarna upplevde utmaningar relaterade till eSport, akademiskt och i sitt privatliv. Privatlivet upplevdes som det mest krävande på grund av att svårigheter med att balansera sin tid mellan sina meningsfulla relationer och kravställningar i DC. Copingstrategier som användes av deltagarna var tidshantering, fysisk aktivitet, samt att använda sig av sitt stödjande nätverk. Det stödjande nätverket innehållandes tränare, skolmiljö, vänner och familj fungerade även som en coping-resurs i samverkan med deltagarnas individuella kunskaper. Det inflytande DC hade på student-eSport spelarna var både positivt och negativt på olika områden. Positivt inflytande identifierades i både akademisk och eSport men negativt i privatlivet på grund av brist på tid att ägna till familj och vänner. Studiens resultat visar att svenska student-eSport spelares upplevelser av DC delar likheter med de upplevda av student-atleter i traditionella idrotter, och framhäver de utmaningar och positiva fördelar relaterade till att kombinera eSport med studier.
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Johnson, Teri N. "Mathematics Identity Construction in Successful African Americans: Reflections on Mathematics Experiences During Adolescence." VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/6059.
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This project used narrative inquiry to examine adolescent experiences that contributed to the development of positive mathematics identities in successful African Americans. Ten African Americans, who had worked in a STEM-related occupation for at least two years, were asked to reflect on in- and out-of-school experiences with mathematics during their middle and high school years. Data collection included individual interviews and one focus group discussion. A combination of internal and external factors emerged as contributors to participants’ adolescent mathematics identities. Internal factors included early career interest, finding enjoyment in the challenges associated with learning mathematics, or facing setbacks they were determined to overcome. External influences included parents/family members, teachers/school staff, and peers who were influential agents in participants’ mathematics socialization. Participants’ stories revealed that mathematics identities were developed in several communities of practice—the mathematics classroom, after-school (or school-affiliated) programs, summer programs, and during unstructured free time. The findings offer three possible applications to practice: 1) Continue developing school-based and out-of-school programs aimed at exposing African American adolescents to STEM and allowing them to apply the knowledge gained in the classrooms in the real world; 2) Increase efforts to educate African American parents about the variety of occupations related to STEM and the foundational knowledge needed to gain access to these occupations; and 3) Continue efforts to recruit African American secondary teachers for STEM-related courses.
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Torres, Danielle Marie. "An outcome study of a career and educational development intervention for Mexican American high school students : an investigation of academic resiliency /." view abstract or download file of text, 2004. http://wwwlib.umi.com/cr/uoregon/fullcit?p3120628.
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Thesis (Ph. D.)--University of Oregon, 2004.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 177-187). Also available for download via the World Wide Web; free to University of Oregon users.
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Carrubba, Maria Diana. "Test of reliability and validity of the Feminist Identity Development Scale, the Attitudes Toward Feminism and the Women's Movement Scale, and the Career Aspiration Scale with Mexican American female adolescents /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3074383.
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Dossetor, David R. "A study of the dependency needs of adolescents with developmental retardation : an evaluation of short term care usage, expressed emotion in the primary carer and the contribution of community services." Thesis, University of Cambridge, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.294017.
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Rebout, Diane C. "Parent's intentional interactions and adolescent career development." 1994. http://catalog.hathitrust.org/api/volumes/oclc/32000433.html.
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LING, HUNG YA, and 洪雅玲. "The Career Development Process of Aboriginal Adolescent." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/29045483393885936968.
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碩士國立暨南國際大學
非營利組織經營管理碩士學位學程在職專班
104
Economic prosperity of aboriginal people was closely associated with their cultural and ethnic development. To end the poverty from one generation to another, it was urgent to help them acquire sturdy career development. Adolescence was the period to explore and choose career directions so it certainly deserved in-depth research. However, many studies focused on the entire group of aboriginal people, and there were very few studies on the employment of aboriginal adolescent from 15 to 24 years of age. This study attempted to investigate aboriginal young adults’ career decision, adaptation to work, and work experience. Qualitative research method was employed in this study. A total of 15 subjects were selected by purposive sampling and snowball sampling, followed by in-depth interview on two periods, “learning period” and “from the first job to current employment”. The “learning period” section consisted of three aspects, “family environment”, “school adaptation” and “social network”. The second section, “from the first job to current employment” was divided into four perspectives including “career decision”, “present work situation”, “adaptation to work” and “future career planning”. It was attempted to present a thorough picture about aboriginal young adults’ job seeking process from the previously described interviews. Based on the interview results, aboriginal young adults’ career development was categorized into the following four types: 1. Overcoming difficulties by self effort and seeking helps – government funded education and national human resources training; 2. Staying in hometown and happy with present situation – live according to traditional culture and regional characteristics; 3. Getting higher education and investing in self career – well adapted to the mainstream job seeking method and competitive environment, 4. Struggling between cities and rural areas – looking for the most suitable opportunities for career development. Based on research results, suggestions were brought up regarding 1. Policy: (1) review of preferential education policy for aboriginal people; (2) development of comprehensive programs covering both theoretical and practical aspects; 2. School education: (1) providing diverse internship opportunities; (2) local agricultural schools should strive to help students acquire solid agricultural knowledge; 3. Development of cultural industry: (1) elaboration and education of cultural industry; (2) combining agricultural and natural resources for developing tourism and cultural industry; 4. Labor policy: (1) bringing up aboriginal young adults’ capability in job seeking; (2) both aboriginal tribes and cities shall be taken into account while drawing up employment assistance policy for aboriginal people. Keyword: aboriginal people, adolescent, career development, career decision, career adjustment
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Rich, Grant Jewell. "Aspiring adolescents : optimal career development /." 2001. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3029530.
Full text
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Chen, Yu-Hsin, and 陳鈺欣. "The Study of the Relationship between Career Development and Career Self-Efficacy in Aboriginal Adolescent." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/njn9q9.
Full textAbstract:
碩士國立臺東大學
教育學系(所)
99
The purpose of the research aims to discuss the career development and career self-efficacy of aboriginal adolescents. It is also aims to investigate the influence of four variables, including gender, grade, result, and family social-economic status. There were 315 samples from 14 senior high schools and vocational schools of the eastern area in Taiwan. Data were analyzed through both the descriptive statistics and inferential statistics approaches, including frequency distribution, percentage, mean, standard deviation, t-test, one way ANOVA, Scheffe' posterior comparisons and Pearson’ s product-moment correlation. The main findings of this study are as follows： 1. Career development of aboriginal adolescent is found medium. 2. Career self-efficacy of aboriginal adolescent is found medium. 3. The first-grade senior high school students have better career concept; however, third-grade senior high school students have better career planning and career behavior. 4. The differences among different results are statistically significant in terms of career exploration, career behavior and career development. 5. The third-grade senior high school students have better self-assessment of ability and personality. 6. The differences among different results are statistically significant in terms of career planning, gathering career information, self-assessment of occupation, problem solving and career self-efficacy. 7. Aboriginal adolescent’s career development and career self-efficacy are highly positive correlated. Finally, we discuss the summary of this research, and provide suggestions for career counseling of teenagers and following research.
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Su, Yu-Ting, and 蘇鈺婷. "A research on career development and its relevant factors of adolescent." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/32842011269397635350.
Full textAbstract:
碩士國立成功大學
教育研究所
90
Abstract This research examined the factors that influence the career development of adolescent. The purposes of the research are (1) to produce a career development inventory of teenagers, (2) to study how their career developed, (3) to investigate the influence of seven explanatory variables, i.e. gender, grade, education level, geographical regions, urban/rural, family social-economic status and self-concept, (4) to analyze and interpret results. By cluster sampling, the subject pool consisted of 1,412 teenagers in Taiwan, age12-18. The study used “Adolescent Career Development Inventory” by the author and “Self-Concept Inventory” by Chang Chu Hwa (1988) as the survey tool. Statistic tools, such as T-test, one way ANOVA, canonical correlation analysis, multiple regression analysis, and SEM regression analysis were used to analyze the survey results for statistical significance. “Adolescent Career Development Inventory” covered two parts: career attitude, which consisted of career feeling and career concept, and career behavior, which consists of career exploration and career planning. The statistics results are the following: (1) Gender showed statistical significance in terms of career feeling, career concept, career exploration, career behavior, and career development. (2) Grade indicated statistical significance in terms of career feeling, career exploration, career planning and career behavior. (3) The differences between junior middle school students and high school/vocational high school students are statistically significant in terms of career feeling, career exploration, career attitude and career behavior. (4) The differences among junior middle school, high school, and vocational high school students are statistically significant in terms of career feeling, career exploration, career attitude, career behavior, and career development. (5) The differences among different geographical regions are statistically significant in terms of career feeling, career planning, career attitude, and career behavior. (6) Urban/rural factor showed statistical significance in terms of career feeling. (7) Social-economic status indicated statistical significance in terms of career feeling, career concept, and career attitude. (8) In terms of unified prediction rate, self-concept to career feeling is 0.13, to career concept is 0.28, to career exploration is 0.61, to career planning is 0.48, to career behavior is 0.19, to career attitude is 0.47, to career development is 0.41, respectively Finally, we discussed the findings, and provided suggestions for career counseling of teenagers and directions for future research. keyword: career development、adolescent、high school
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Panaretos, Panagiota. "Perceptions of the adult role among adolescent Greek girls in Johannesburg." Diss., 2001. http://hdl.handle.net/10500/788.
Full textAbstract:
The formulation of the perceptions of the adult role among adolescent Greek girls in Johannesburg, is a complex matter. The girls are influenced by their Greek cultural upbringing, while also experiencing the effects of inherent gender inequalities in the education system. This study investigated the perceptions of the adult role among adolescent Greek schoolgirls in Johannesburg and the implications for educational provision. A literature survey investigated the formation of gender identity among adolescent girls. Existing research on the issues of gender in
education was reviewed. A qualitative study of the life-world of eight adolescent Greek schoolgirls
was conducted. Data elicited from semi-structured interviews were analysed, discussed and
synthesised. The major findings emanated. The girls were influenced in their adult role perceptions
by their cultural backgrounds, but all expressed a desire to strive for new levels of independence.
Guidelines for relevant educational provision were proposed.Educational Studies
M. Ed. (Comparative Education)
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Yang, Hui-Ting, and 楊惠婷. "A Study on Career Developmental Processes and Career Constructs among Adolescent Drug Abusers." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/71373423553751769021.
Full textAbstract:
碩士國立高雄師範大學
輔導研究所
89
The purpose of this study was to understand career developmental processes and career constructs of adolescent drug abusers. Five adolescent drug abusers under probation were invited to participate in the study. Narrative interviews were conducted to examine their life experiences. Data collected by the interviewing were analyzed by means of narrative analysis. In addition, the participants'' personal constructs related to career themes and drug use were elicited by repertory grids, which were then put into cluster and principle analyses. The findings generated from narrative and grid analyses were integrated to reveal the participants'' career developmental processes, career concerns and career constructs. Five life stages can be specified among the adolescent drug abusers. That is, growing up without parental love, conflict with families, pursuit for excitement, re-construction, and making a living legally. Family full of economic problems, impetuous characteristics, being rejected by schools, earning illegal money, and leaving pains out of mind are features of their career developmental processes. "Behaving normally and legally" is the construct referred to by most participants. The core construct of most importance is "need for survival". The drug abusers'' career constructs were affected by their past life experience and drug use experience, which had also made great impacts on their career plans toward the future.
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Maite, Orepa Sefepi. "Parental involvement in career development: Perceptions of disadvantaged grade 9 learners." Thesis, 2008. http://hdl.handle.net/10539/4722.
Full textAbstract:
ABSTRACT
This study aims to explore, the nature and the extent of parental involvement in the career development of young adolescents through the perceptions of disadvantaged young adolescents. The two-fold goals were to identify the role of parents and the awareness of other barriers in the career development of young adolescents. Therefore, qualitative research method of semi-structured interviews was applied to fourteen volunteers (eight boys and six girls) from a Secondary School at Mabopane Township in the North West Province. In accordance with previous trends, parental involvement was revealed by young adolescents to be an important factor and was further categorised as constructive and destructive parental involvement. Furthermore, the effects of parental involvement in the development of the young adolescents’ career self-concept and self-efficacy were revealed. Destructive parental involvement and low household incomes were identified as career barriers. Most young adolescents demonstrated a strong resilience in overcoming these barriers. The study also illustrated a dire need for attention to and funding of career programmes aimed at empowering disadvantaged parents and young adolescents.
Keywords: Parents, parental involvement, career, career development, young adolescents, disadvantaged communities, career barriers, career counselling, career self-concept and self-efficacy.
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Jackson, Karen Denise Moran. "Understanding Latina adolescents' science identities : a mixed methods study of socialization practices across contexts." Thesis, 2014. http://hdl.handle.net/2152/25005.
Full textAbstract:
Research on differences in STEM outcomes for females and students of color has been an ongoing educational research imperative, but Latinas continue to be under-represented in high school and college science classes and majors (National Science Foundation, 2011; Riegle-Crumb & King, 2010). The aim of this study was to investigate how Latina adolescents seek to establish themselves as future scientists within their environments and how others help sustain these developing identities. I used a mixed method procedure called an exploratory sequential design that starts with a qualitative stage followed by a quantitative stage (Creswell & Plano Clark, 2007). In the qualitative stage, 32 college-aged Latinas in science majors participated in focus groups with an additional 12 in interviews. Using Interactive Qualitative Analysis (Northcutt & McCoy, 2004), eight factors of science identity development were identified: home environment, teacher influences, school experiences, environmental factors, media influences, using your brain, emotions, and career planning. Participants saw the first four factors as drivers of their development, with media as an irregular contributor. These social factors were filtered through the individual factors of using your brain and emotions, with career planning as the outcome. The qualitative results were used to develop a survey given to middle school students in the next stage. The majority of the survey consisted of previously validated scales that corresponded in content to the qualitative factors. One new measure was developed to address science-related experiences. In the quantitative stage, 90 middle school Latinas from two central Texas school districts participated in the survey study. Univariate analysis showed differences in science-related experiences by demographic variables of parent occupation, parent nativity, first language spoken, and school district. Multivariate regression analysis found positive emotions about science to be the best predictor of science career related outcomes, and that emotions act as a mediator between science experiences and career outcomes. These results are discussed in light of current career theories.text
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"Internet use, occupational knowledge and career development of Chinese adolescents and young adults." 2015. http://repository.lib.cuhk.edu.hk/en/item/cuhk-1291771.
Full textAbstract:
Ni, Jing.Thesis Ph.D. Chinese University of Hong Kong 2015.
Includes bibliographical references (leaves 142-162).
Abstracts also in Chinese; appendix in Chinese.
Title from PDF title page (viewed on 10, November, 2016).