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1
Borchert, Michael. "Career choice factors of high school students." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002borchertm.pdf.
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Wong, Yee-suen. "Careers guidance in a secondary school a case study /." Click to view the E-thesis via HKUTO, 2004. http://sunzi.lib.hku.hk/hkuto/record/B31963687.
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Garringer, Terry A. "Analysis of current trends in vocational choices of students at Oak Creek High School." Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004garringert.pdf.
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Meyer, Debbie. "Goal setting orientation and the level of career preparations for senior high school students." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998meyerd.pdf.
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Doud, Christine Marie. "Factors influencing career choices of Native American and caucasian American high school students a replication study /." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003doudc.pdf.
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Kraus, Jason J. "Career choice an analysis of the factors of wood technics students at Hartford Union High School /." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006krausj.pdf.
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Davis, Marianne Goedinghaus. "Predictors of occupational choice for high school students with learning disabilties /." free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9737887.
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Dominguez, Joe Manuel. "Army Junior Reserve Officers' Training Corps (JROTC) handbook for high school students." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1715.
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Hagans, Carol L. "The relationship of parental subsystem to high school and college students' career self-efficacy." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/833008.
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The purpose of this study was to determine the relationship among three classifications of parental subsystems (intact/nuclear, blended, and single-parent), two educational levels (high school and college), and gender (male and female) on career self-efficacy, in addition to the five career self-efficacy subscales.The assessment of career development and parental relationship issues was undertaken through seven questions included on the demographic information questionnaire. The students responded to the vocational issues (awareness of interest, skills, and values) questions by rating each one on a Likert scale with ratings ranging from little (1) awareness, capability, or closeness to extreme (5) awareness, capability, or closeness. The questions were drawn from Palmer and Cochran's (1988) research on career development. Mean scores are shown for each of the vocational issues questions.A total of 516 students responded to a demographic information questionnaire, in addition to the Career Self Efficacy Decision-Making Scale (CDMSE; Taylor & Betz, 1983). There were disproportionate numbers of subjects representing each educational (354 high school and 162 college students) and gender grouping (320 females and 196 males). The three parental subsystem classifications were intact/nuclear, blended, and single-parent. The definitions for these parental subgroupings were adapted from research conducted by Dentler (1984) and Miller (1984). In this sample, the intact/nuclear subsystem classification was the most highly represented (349), followed by the single-parent (85), and then the blended subsystem (82).Analyzing the hypotheses required a between-subjects factorial multivariate analysis of variance (MANOVA). All five hypotheses failed to reach the .05 level of statistical significance.The results of the study suggest that varying classifications of parental subsystem, educational level, and gender difference were not related to statistically significant differences in levels of career self-efficacy. There was no significant difference in career self-efficacy levels between subjects who had older siblings as role models and those who did not.Department of Counseling Psychology and Guidance Services
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Wong, Yee-suen, and 黃綺璇. "Careers guidance in a secondary school: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B31963687.
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Pyne, Deena Patricia, and University of Lethbridge Faculty of Education. "An investigation of junior high and senior high school students perception of the terms "career" and "occupation"." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2002, 2002. http://hdl.handle.net/10133/138.
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A Comprehensive Career Needs Survey was designed to assess the career needs of junior high and senior high school students. The survey consisted of questions regarding students, teachers, parents, counselors and administrators evaluation of career education and support needs in Southern Alberta. Due to the recent research that suggests that adolescent perceptions of their needs, often differ from teacher or parent perceptions, it was important to examine how adolescents perceive "career" and "occupation" and how this perception evolves overtime and through developmental stages. Quantitative results show that the themes of "occupation" and "career" do not differ significantly across grade level, nor are there any prevalent themes within grade levels. However, the results of the qualitative research suggest that the way in which individuals think about these themes does evolve throughout developmental stages. Based on this research, it is suggested the Career Education begin earlier, be more integrated and comprehensive. In addition, increased adolescent involvement in future needs assessments is also recommended. Implications for teachers and counselors will be discussed.ix, 108 leaves ; 28 cm.
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Ohashi, Takashi. "The effect of Holland's RIASEC interest inventory on the vocational identity development of Japanese high school students." Ohio : Ohio University, 2009. http://www.ohiolink.edu/etd/view.cgi?ohiou1237247929.
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Dungan, H. Nancy Fitzpatrick. "A study of self-efficacy based interventions on the career development of high achieving male and female high school students." Diss., Virginia Tech, 1992. http://hdl.handle.net/10919/37243.
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Over the last twenty years women have gradually entered number of occupations that have been considered "traditionally male". Despite recent gains, women continue to be underrepresented in science, mathematics and engineering career fields. Based on the application of Bandura's self-efficacy theory as applied to career development, the purpose of this study was to determine whether there was any difference in career choice self-efficacy, career decision-making self-efficacy or career maturity after participating in one of two performance-based research programs, specifically, a community-based mentorship program or a school-based research program. In addition the study investigated gender and personality differences between the groups, the student and mentor/supervisor perceptions of the quality and enjoyment of the experience, the quantitative application, the time involved and ways to improve the programs.
The quasi-experimental study used a non-randomized control-group pretest-posttest design with two experimental groups and one control group. To determine the reliability and validity of the student perception instrument and the mentor/supervisor validation assessment, a pilot study was conducted. The groups were pre and post tested using the Career Decision-Making Self-Efficacy Scale, the Career Development Inventory and the Self-Efficacy for Technical/Scientific Fields Scale. The data were analyzed using multivariate analysis of variance (MANOVA) with PSAT scores and grade point averages serving as covariates.
The results of the study found no differences in gain scores between the experiential programs and ordinary maturation. However, students in the mentorship program felt more positive about their mentor, the scientific/technical nature of the experience, and the application and enjoyment of the program than did the school-based group. The groups differed generally on the judging/perceiving characteristic of the Myers-Briggs Personality Indicator scale. Gender differences were found in time supervisors spent with students: whereas, mentors spent over twice as much time helping females, school-based teachers spent twice as much time with males.
Recommendations include further validation of self-efficacy measures, further investigation of the effectiveness of self-efficacy based interventions, and replication with more diverse and special populations as well as with elementary and junior high school students.Ed. D.
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Kelly, P. Scott. "Designing a vocational guidance program to assist high school students of the Wildwood Baptist Church, Kennesaw, Georgia." Theological Research Exchange Network (TREN), 1995. http://www.tren.com.
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Barrow, Clark Eugene. "An examination of factors that influence career decision-making certainty in high school students." [Pensacola, Fla.] : University of West Florida, 2009. http://purl.fcla.edu/fcla/etd/WFE0000171.
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Thesis (Ed.D.)--University of West Florida, 2009.Submitted to the School of Education. Title from title page of source document. Document formatted into pages; contains 148 pages. Includes bibliographical references.
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Bloxom, Joan, and University of Lethbridge Faculty of Education. "What they need : delivery of career development to grade twelve students." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2003, 2003. http://hdl.handle.net/10133/144.
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Rapidly changing social and economic conditions can impart significant challenges to high school career decisions. Recent career education initiatives have been structured to support this school-to-work and school-to-post-secondary education transition. The student needs assessment focus of study allows a unique insight into the availability, delivery, and effectiveness of high school career programs. This research provides data from a nineteen-item Comprehensive Career Needs Survey, administered to 888, Southern Alberta grade 12 students. The results profile the student responses to questions on career plans after high school the meaning of occupation and career, career choice, reasons for career choice the importance of career planning, factors of encouragement and discouragement in career plans, and what would be most helpful in career plans. Questions on career hlep included the availability, use, and helpfulness of high school services, curriculum and resources, the peple helpful to career, the confidence in career plans after high school and the preferred work location. The results of this study suggest grade 12 students value career plans and the resources both people and informational, to support transitions. These students voice the need to have passion for career, and report a wide range of occupational choices. The large majority who plan post-secondary education or training expressed the need for diverse but specific career development services to support success in career. High school career development resources are available but the efficacy data suggest their under utilization or reports of not being fully helpful to career plans. An important finding is that career resources are used in the school setting but not the community. The results of this study have implications for the delivery of high school career programs and the development of the public policy on career services.x, 149 leaves ; 29 cm.
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Horstman, Jason Joseph Horstman. "COMPARING CAREER DECISION SELF-EFFICACY AMONG HIGH SCHOOL STUDENTS." University of Findlay / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1500763334896801.
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Du, Toit Annette. "An evaluation of a possible increase in self-knowledge through a career counselling intervention for grade 11 learners in previously disadvantaged schools." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96842.
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Thesis (MCom)--Stellenbosch University, 2015.ENGLISH ABSTRACT: Organisations are largely dependent on their workforce in order to be successful and competitive. In order to do accomplish this goal, employees need to be motivated and feel satisfaction in their jobs. Employees who are unhappy in their work will be unproductive and eventually become a cost to their employers. Employees who have made the wrong career choice are more likely to be unhappy in the workplace and it is therefore very important to make the correct career choice from the beginning. In South Africa, the choice of a career usually occurs when one is still in Grade 11 or Grade 12. Unfortunately, career counselling is expensive and many learners’ parents do not have the financial capacity to afford career counselling, resulting in their children making a career choice based on the available information that they are able to access. These sources of information often are incorrect or incomplete, leading to a wrong career choice. At this stage, an adequate level of self-knowledge in order to make an informed career choice is not always present, either. Self-knowledge, consisting of personality, aptitude and interests, is an important construct necessary for making an informed career choice. The aim of this research study was to develop a group-based, low cost career counselling intervention for Grade 11 learners in schools where the learners would not otherwise be able to access career counselling, with the intention of increasing their self-knowledge. Three subtests of the Differential Aptitude Test, the 16 Personality Factor Questionnaire and the Meyers Interest Questionnaire were utilised in the intervention and self-knowledge was measured using a self-developed questionnaire based on the Career Development Questionnaire. The statistical results indicated that this intervention was successful in increasing self-knowledge, but it was also seen that the intervention led to an increase in career maturity.1 This group-based, relatively low-cost career-counselling intervention can therefore be offered to schools whose learners are not able to afford individual career counselling as it will assist learners, through increasing their self-knowledge and level of career maturity, in making a more informed career choice.
AFRIKAANSE OPSOMMING: Ondernemings is grootliks afhanklik van hul werknemers om suksesvol en kompeterend te wees. Vir ondernemings om hierdie doelwit te bereik, is dit belangrik dat hul werknemers gemotiveerd en tevrede in hul posisies moet wees. Werknemers wat ongelukkig in hul werk is, sal onproduktief wees en sal uiteindelik ‘n koste vir hul werkgewers word. Werknemers wat die verkeerde loopbaankeuse gemaak het, is meer geneig daartoe om ongelukkig in die werkplek te wees and daarom is dit baie belangrik om die regte loopbaankeuse van die begin af te maak. In Suid-Afrika is dit gewoonlik nodig om ‘n loopbaankeuse in Graad 11 of Graad 12 te maak. Loopbaanvoorligting is ongelukkig duur en baie leerders se ouers het nie die finansiële vermoë om loopbaanvoorligting vir hul kinders te bekostig nie. Dit lei daartoe dat hierdie leerders loopbaankeuses maak op grond van die inligting wat tot hulle beskikking is. Hierdie inligtingsbronne is in baie gevalle onvolledig of verkeerd, wat tot ‘n verkeerde keuse kan lei. Die voldoende vlak van selfkennis wat nodig is om ‘n ingeligte beroepskeuse te maak,is nie altyd op hierdie ouderdom teenwoording nie Selfkennis, wat uit persoonlikheid, aanleg en belangstellings saamgestel is, is ‘n belangrike konstruk wat nodig is om ‘n ingeligte beroepskeuse te maak. Die doel van hierdie navorsingstudie was om ‘n groepsgebaseerde, lae-koste loopbaanvoorligtingintervensie vir Graad 11-leerders te ontwikkel, met die doel om hul selfkennis te verhoog. Hierdie intervensie is gemik op skole waar leerders dit nie andersins sou kon bekostig om loopbaanvoorligting te bekom nie. Drie subtoetse van die Differensiële Aanlegtoets, die 16 Persoonlikheidsfaktor Vraelys, sowel as Meyer se Belangstellingsvraelys is in die intervensie gebruik. Selfkennis word gemeet deur die gebruik van ‘n self-ontwikkelde vraelys wat op die Loopbaanontwikkelingsvraelys gebaseer is. Die statistiese resultate het aangedui dat die intervensie suksesvol vir die verhoging van selfkennis aangewend kon word, maar daar is ook gevind dat die intervensie tot ‘n verhoging in loopbaanvolwassenheid gelei het.2 Hierdie groepsgebaseerde, loopbaanvoorligtingsintervensie kan daarom met redelik lae koste aan skole gebied word waar leerders nie loopbaanvoorligting kan bekostig nie, aangesien dit die leerders sal help om vanweë die verhoging van hul selfkennis en vlak van loopbaanvolwassenheid ‘n beter ingeligte beroepskeuse te maak.
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Hinkelman, Jeanne M. "The effects of Discover on the career maturity and career indecision of rural high school students : a randomized field experiment /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9904847.
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Strohm, David A. "The impact of a cognitive information processing intervention on dysfunctional career thoughts and vocational identity in high school students." Diss., Manhattan, Kan. : Kansas State University, 2008. http://hdl.handle.net/2097/993.
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Szydlik, Linda (Linda L. ). "The Effects of Career Group Counseling on the Self-Concept of At-Risk High School Students as Measured by the Piers-Harris Children's Self-Concept Scale." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc277630/.
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The purpose of this study was to determine the effectiveness of career group counseling in raising the self-concept of at-risk high school students. The following subgroups were represented in the sample: male and female students, white and non-white ethnic groups, and students from sophomore, junior, and senior classifications. Two groups of students in the Lewisville Independent School District meeting the criteria for at-risk as defined by House Bill 1010 were administered a pretest and posttest using the Piers-Harris Children's Self-Concept Scale. The experimental group was from the Lewisville Learning Center. The control group was students enrolled in the Coordinated Vocational Academic Education (CVAE) classes at Lewisville High School. A treatment sample of 25 students received career group counseling. A nontreatment sample of 25 students did not receive any group counseling. The t-test for independent samples was used to analyze the data. The pretests for the experimental and control groups showed no significant difference at the .05 level. The treatment sample received 30 hours of group counseling in the Fall semester of 1994. At the end of 30 hours of counseling a posttest was administered to the treatment sample and to the control sample. The t-test for independent samples was used to analyze the data. While career group counseling appeared to impact the students in the experimental group, the limitations of sample size and population may have effected the results. The treatment was significant at the .05 level and the null hypothesis was rejected. The findings showed that career group counseling was not an effective tool for increasing positive self-concept. It is concluded that self-concept was not effectively enhanced through group interaction conducted by the school system in this study. Further research is recommended.
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Garforth, Graham. "School control of information, advice and guidance during transition : a two year study into post-16 student decision-making." Thesis, University of Nottingham, 2016. http://eprints.nottingham.ac.uk/35625/.
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The majority of research into choice, transition and decision-making took place in the 1990s-2000s. Since this time the context in which post-16 transition takes place has been changing due to increased competition between institutions and the extended length of time students are required to remain in education or training through raising the participation age. Additionally, in 2012 the government made schools responsible for Information, Advice and Guidance. This thesis explores choice and decision-making during the transition to post-16 education and training. It provides new research evidence to contribute to the existing literature in light of the changes in context since the body of literature was formed. In particular, it explores the impact of the changes to Information, Advice and Guidance provision and the role of schools in influencing students' transition. The study uses evidence from three schools with sixth forms, drawn from two contrasting counties of England during the first year of research. The second year of research draws evidence from a range of post-16 institutions which the students progressed onto. Overall, the data from staff, students and documentary evidence explores student transition from the final year of secondary schooling to post-16 education or training. The study finds that competition between post-16 institutions has implications for the way that post-16 Information, Advice and Guidance is provided by schools. The practical strategies schools use to influence transition include practical prevention of access to alternative IAG, control of the application process and active student selection. The most powerful strategies involve the social construction of unique selling points and the management of culture and trust. The implications of these strategies for students' transition is assessed taking into account how students make their post-16 transition decisions in a loosely coupled manner and the common belief that their position is of their own making. Overall, a continuum of schools' influence on transition is presented. The study concludes that the competitive post-16 environment coupled with school control of guidance may lead to imperfect transition for students and reproduction of the structural status quo rather than social change. For school leaders implications exist in being able to mitigate competition through collaboration and specialisation. However, the complexity of achieving this in the competitive post-16 marketplace produces implications for guidance providers in equipping students with decision-making skills and empowering them with an understanding of their position which is more likely to lead to students being able to challenge influencing structures and make effective post-16 transitions.
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Ho, Tin Lai. "A study of the relationship of family structure, students' social-economic status, and grade retention to the educational and occupational expectations of secondary school students in Macao." Thesis, University of Macau, 2008. http://umaclib3.umac.mo/record=b1880480.
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Karnas, Joëlle. "Contribution à l'étude de la préférence professionnelle et de ses relations avec les représentations de soi et du travail." Doctoral thesis, Universite Libre de Bruxelles, 2003. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/211226.
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Van, Raden Stephanie Justine. "The Effect of Role Models on the Attitudes and Career Choices of Female Students Enrolled in High School Science." PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/370.
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Girls who have high aptitude in math are not entering careers related to science, technology, engineering, and math (STEM fields) at the same rate as boys. As a result, female students may have fewer employment opportunities. This study explores one potential way to reduce the gap between male and female career aspirations and choices. Specifically, it looks at the impact of bringing women with careers in math- and science-related fields into high school classrooms as role models. The study uses surveys to measure pre- and post-visit perceptions of science and scientific work as well as student's short-term interest in math and science courses. In addition to these surveys, student comments were collected about the role model visits. While the overall study yielded little statistical significance, it also indicated that the role model visits had some impact on student perceptions and choices and raised questions that warrant further study.
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Miller, Annette. "A sample survey of the career maturity of disadvantaged learners in the Western Cape." Thesis, Link to the online version, 2006. http://hdl.handle.net/10019/1114.
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Agbomeji, Ayinda Mojeed Oladele. "An investigation into factors that shape secondary school female retention in two rural public schools, Alimosho Region, Lagos State, Nigeria." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1004331.
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Challenges of access to education in the developing world and elsewhere appear to be widespread. Many declarations and conventions have been developed to assist countries to respond to the issue. While challenges of access are universal, Africa in general and sub-Saharan Africa in particular are presented with additional concerns about gender equality and gender parity. While learner numbers seem to be on the decline globally, dropout amongst girls is disproportionately greater than amongst boys. Even though school retention presents a challenge at all levels of the schooling system, it is more acute for girls at the secondary school level. This study was conducted to examine and understand factors that shape retention of secondary school female learners in two rural public schools in Alimosho Region of Lagos State, Nigeria. The study design was qualitative and interpretive in nature. Data collection strategies included administered questionnaires in two schools, focus group discussion with twenty female learners in two schools, case studies, individual interviews with four participants from two schools, and observation in English and Biology classes where the two teachers from the two schools participated in the interviews. Ethical clearance from Alimosho Educational Region office and the two schools was obtained before undertaking the study. Participants’ school principals also signed written consent forms before interviews. The female learners were briefed about the study interview activities and advised that their participation was voluntary and that they were free to withdraw at any point. This study drew on Sen’s (1989, 2000) capabilities theory to understand the phenomenon beyond dominant discourses on education that view education as a basic human right or that focus on economic and development gains. The key finding of this study is that in-school and out- of- school factors interact in complex ways to support female learner retention. Key among these are value placed on education by female learners and significant others, particularly parents; family support; and individual aspirations. Extra-curricular participation, government policy, role models, and peer support were also found to be important factors that mediate progression and retention.
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Stromsnes, Wibecke Linn. "Possible selves and truancy in high school students." Scholarly Commons, 2003. https://scholarlycommons.pacific.edu/uop_etds/2633.
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Traditionally, the “self” has been viewed as a unitary construct that is relatively consistent across time. More recently, however, Markus and Nurius (1986) have characterized the self as being a multifaceted, dynamic construct that includes representations of past selves, current selves, and the possible selves we hope to become or are afraid of becoming. These possible selves are important because they have motivational and cognitive components that serve as guides for present and future behavior. This study examined the relationship between the “possible selves” of high school students and the problem of truancy. Data were collected from 117 female and 52 male 9–12th graders enrolled in the Stockton Unified School District. The participants were given The Possible Selves Measure, The Self-Esteem Scale, and The Life Orientation Test-Revised. Measuring self-efficacy of possible selves could assist schools in “screening” students for potential attendance problems. In this way, schools could prevent students from reaching the point of non-attendance by identifying at-risk students early. (Abstract shortened by UMI.)
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Spangler, Peter A. "Identifying the root cause of Mukwonago High School graduates' inability to make a career choice and form a career plan." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000spanglerp.pdf.
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Brinkle, Ray Franklin. "Automotive electrical/electronics unit plans for Fontana High School." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1880.
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Law, Lai-ming Teresa. "Guidance training needs and support : class teachers' perception /." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22266756.
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Maslowski, Lindsay B. "The various post-secondary educational and career aspirations of high school females in one public versus one private school setting in the Mid-west." Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004maslowskil.pdf.
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Low, Wai-man Winnie. "A guidance program for exploring strengths : a case study /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25754956.
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Kidner, Cindy L. (Cindy Lee). "Increasing Differentiation on Vocational Assessments among Gifted High School Students." Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc278958/.
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Multipotentiality makes career counseling with gifted students difficult. High-flat vocational profiles give the impression that gifted students can develop a wide range of abilities to an equally high level. High-flat vocational profiles may be due to assessments that consider abilities and disregard interests and values, and ceiling effects from the use of age-appropriate, rather than cognitively-appropriate measures. Subjects included 170 gifted students from a residential, early college entrance program (M=15.9 yrs., SD=.361). Subjects completed the Scholastic Aptitude Test, Self-Directed Search, and Study of Values. McNemar's Test of Correlated Proportions shows the proportion of multipotential profiles decreases significantly when cognitively-appropriate measures of interests and values are considered, in addition to abilities. Pearson Chi-square shows no ethnic differences.
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Alvarez, Jeri Ann. "A study of high school students' perceptions of school stress, coping resources and stress responses." Scholarly Commons, 1993. https://scholarlycommons.pacific.edu/uop_etds/2655.
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The purpose of this study was to investigate associations between students' perceptions of school stress, students' beliefs regarding available coping resources, their stress responses and GPA scores. Differences were also examined by gender and earned credit class status. Four hundred regular education students completed The School Situation Survey (SSS) and The Coping Resources Inventory (CRI). The SSS measured sources of stress (teacher interactions, academic self-concept, peer interactions, and academic stress) and students' stress responses (emotional, behavioral, and physiological). The CRI measured students' beliefs regarding coping resources. Two sources of stress, academic self-concept and peer interactions, were significantly negatively correlated with CRI measurements of students' coping resources. One source of stress, teacher interactions, was positively correlated with stress response subscores. Positive significant correlations were found between academic stress and emotional stress response subscores, and between emotional and physiological stress response subscores. GPA scores were significantly negatively correlated with behavior stress response subscores as well as two sources of stress, teacher interactions and academic self-concept. Significant differences existed between students' perceptions of stress from teacher interactions and academic self-concept by earned credit class status. Sources of stress teacher interactions and academic self-concept classification levels were not independent of earned class credit status. Significant gender differences were found for stress from teacher interactions, academic stress, and stress responses. Reported stress from teacher interactions and academic stress were not independent of gender. Likewise, sources of stress, teacher interactions and academic self-concept were significant covariates in examined differences in GPA scores by gender. As secondary educators attempt to restructure learning environments, it seems critical that they take students' perceptions of school stress and their beliefs regarding coping resources into account when new pedagogical strategies, programs and services are developed and implemented.
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Carlisle, Katherine S. Witte James E. "An examination of a career and college awareness program and the effects on fifth grade students." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Spring/doctoral/CARLISLE_KATHERINE_26.pdf.
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Mbangi, Ntombovuyo. "Factors influencing high school learners to choose nursing as a career." Thesis, 2014. http://hdl.handle.net/10321/1106.
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Submitted in fulfilment of the requirements for the Degree of Master of Technology: Nursing, Durban University of Technology, 2014.Globally there is recognition of a health workforce crisis characterised by critical shortages, migration, and an uneven geographical distribution of health professionals. The Nursing Strategy for South Africa records that for many decades nursing has been a career of choice for South Africans from all sectors of society (Department of Health 2008: 11). That has changed as nursing has become less appealing to learners. This raises questions as to the knowledge, attitudes and perceptions of learners towards the nursing profession. Aim of the study : The aim of the study was to determine factors influencing high school learners towards nursing as a career. Methodology : A descriptive cross-sectional quantitative and qualitative design was used to guide the study. The study was conducted in two high schools that were purposely sampled; the population comprised of high school learners from the two schools. Questionnaires were used to collect data from Grades 10 and 11. Life Orientation subject teachers were interviewed during data collection. Quantitative data was analysed by using SPSS. Qualitative data was analysed by using thematic analysis. Results : The findings of this study revealed that learners had inadequate knowledge of nursing. Interviews with teachers showed that this inadequate knowledge by learners could be associated with a lack of active involvement of the Department of Health in promoting nursing as a career.
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Chen, Meng-Yin. "A formative evaluation of implementation of career developement interventions in Taiwanese comprehensive high schools." Thesis, 2003. http://hdl.handle.net/1957/30101.
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Taiwan has undergone significant social change, particularly in the last forty
years, due to economic and industrial growth. Career development intervention is
increasingly urgent in helping students face upcoming challenges.
This study investigates the implementation and perceived helpfulness of career
development interventions in Taiwanese comprehensive high schools. A total of 153
questionnaires were mailed, and a total of 119 guidance directors responded to the
questionnaire, resulting in a response rate of 78 percent.
Results indicated that Advising career interventions were the most
school-implemented interventions and were perceived as the most helpful
interventions by guidance directors, followed by Awareness, Curriculum, and Field
career interventions. Limitations of the study and implications for guidance programs
and for future research in the area are given.Graduation date: 2004
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Rattan, Aradhna. "The knowledge and perception of grade 12 learners from selected secondary schools in the Durban metropolitan region on the chiropractic profession." Thesis, 2007. http://hdl.handle.net/10321/344.
Full textAbstract:
Thesis (M.Tech.: Chiropractic)- Dept. of Chiropractic, Durban University of Technology, 2007.
xv, 168 leaves.Choosing a career is something which all learners are expected to do between the ages of fifteen and eighteen. A school learner who is at their final year of study in their academic career will be required to think of career options for their future and it is generally assumed that the learner has sufficient information in order to make this often life changing decision
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"父母對子女職業的期望、親子關係對北京中學生職業抱負和決策的影響." 2002. http://library.cuhk.edu.hk/record=b6073845.
Full textAbstract:
侯志瑾.論文(哲學博士)--香港中文大學, 2002.
參考文獻 (p. 135-147).
中英文摘要.
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Mode of access: World Wide Web.
Hou Zhijin.
Zhong Ying wen zhai yao.
Lun wen (zhe xue bo shi)--Xianggang zhong wen da xue, 2002.
Can kao wen xian (p. 135-147).
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shiau, show-hwa, and 蕭秀華. "A Research on Drawing Therapy within Counseling Guidance for Students of Vocational High School." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/44494818612737035802.
Full textAbstract:
碩士國立彰化師範大學
藝術教育研究所
93
A Research on Drawing Therapy within Counselling Guidance For Students of Vocational High School Abstract A part from snobbish psychotherapies, the drawing therapy provides its unique solution of directing ones’ negative emotions or personal dilemma through drawings. It implies liberal drawing styles as a method, deploys modern theories of psychology through counselling, it helps ones to resolve his/her personal problems, such as extreme anger, unresolved hatred and vice versa. It can be applied to express ones’ emotion and reassess their moods, too. However, it is essential to make these prognostic emotional expressions and reassessments become traceable. By collecting these drawings from both clients and the therapists after the sessions for advanced analysis to prove its therapeutic power of improving ones mental stabilities. The drawing-text plays an important role in drawing therapy by assisting both clients and therapists to determine the progress of the therapy. It leaves not only the clear trace of the clients’ psyche but provides them a harmless way of self-focused emotional revelation of their own dispositions. Fortunately, these control factors give the therapists clear views of their progress and also provide the opportunities for them to spot unexpected surprises. This dissertation combines three methods for the researching applications: Literature-interpreting method: By analysing a wide-ranged literature of art therapy, drawing therapy, graffiti, art education and psychological consultation as the foundation of this dissertation: theories are guidelines for the real-life practices, then, we distinguish variations for comparison and further analysis to maximize the yielding of satisfaction. Psychotherapy and counselling guidance orientated method: deploying the Bender’s Gestalt test to assist the analysis of drawing-text from the session. Thereafter, applying the psychological analysis for clients’ cognitive development, visual completion and emotional status prognoses the exceptional events from “the solution-focused brief the effects” with the metaphor of the narrative-therapy as the refinement. The additional defined principles from game-therapy give a friendly approach to estimate ones’ mental limits for possible psychological reaction. Thus, the therapist is able to reach the proper diagnosis. Aesthetic method: It employs the core of Buddhist mythological conjunction of mind, soul, consciousness and sense; Expressionism, Abstract painting, psychology of colour, psychology of sight and creation psychology do provide the backbone to it. It is also able to give a reviewing history of drawing text which collects critical details of emotion (from colours, lines, shapes etc.) during the session and the text is capable of reveal the possible emotional outbreaks. The main components of this research are: The usage of the constructional model of drawing therapy to interpret the connections among drawing therapy, art therapy and psycho counsel therapy, The contextual analysis of drawing text from the aesthetic aspect to discuss the significance, fashion, intensity and clients’ backgrounds, The search for the tendencies of clients, post-psychological trauma, from the contextual analysis of he/her drawing text, The discovery of the encrypted expressional details in the drawings from five real life cases, plus the clients’ psychological changes before and after the drawing therapy.
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tung, wei ming, and 魏明堂. "A Study of the Work Satisfaction on Activities of Vocational Exploration and Guidance of Junior High School Students for Vocational High School Teachers." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/95281837649971007603.
Full textAbstract:
碩士國立臺北科技大學
技術及職業教育研究所
90
The aim of this research was to explore certain variables which affected the work satisfaction degree of vocational high school teachers with different backgrounds after they took on the tasks of exploring, guiding and assisting junior high school students’ vocational aptitudes. The questionnaire samples consist of 788 teachers from 13 public and 14 private vocational high schools. The returning questionnaires are 519 (returning rate:65.9%). After removing the incomplete ones, the effective questionnaires are 486 (effective returning rate:61.7%). The statistic methods used in the research include frequency distribution, percentage rank, mean score, standard deviation, t-score test. Pearson product-moment correlation, the one-factor analysis of variance and multiple stepwise regression. By analyzing these gathered data, the researcher has summed up some conclusions and made some suggestions to promote the work satisfaction degree mentioned; the result of the research can also be used as a reference for further research. The main findings of the research can be summed up as the following seven conclusions. 1.Generally speaking, the work satisfaction degree being researched is from median to high. 2.Among the mean scores of ten indices used for evaluating the work satisfaction degree, “the leadership of principals” is highest; the lowest mean scores are “salary level” and “opportunity for advanced study”. 3.The “gender” of the vocational high school teachers has reached significant level on the work satisfaction degree, which shows female teachers’ work satisfaction degree is higher than that of male teachers. 4.The “educational degree” of the vocational high school teachers has reached significant level on the work satisfaction degree, which shows that the work satisfaction degree of those who own two-year college diplomas is the highest, while the work satisfaction degree of those who have master degree is the lowest. 5.The “professional field” of the vocational high school teachers has reached significant level on the work satisfaction degree, which shows that the work satisfaction degree of those who major in maritime domain is the highest, while the work satisfaction degree of those who major in agricultural domain is the lowest. 6.The “school type” of the vocational high school teachers has reached significant level on the work satisfaction degree, which shows that the work satisfaction degree of private vocational high school teachers is higher than that of public vocational high school teachers. 7.Among the ten indices used for evaluating the work satisfaction degree “work achievement ” is the best predictor for the total score of work satisfaction degree. Key Words: Vocational High School Teachers, Vocational Exploration and Guidance, Work Satisfaction
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Khosa, Tintswalo. "The career decisions of rural black high school students." Thesis, 2014. http://hdl.handle.net/10210/10584.
Full textAbstract:
M.A. (Psychology)The purpose of this study was to investigate and compare the career decisions of Black rural and urban high school students. Holland's (1985) structural-interactive career theory was decided upon as the main theoretical base. The reason for this decision is based on the simplicity of the theory as well as the fact that research into the applicability of the theory to Black South Africans is needed. Holland's theory (1985) is based on the assumption that all people and work environments can be characterised into one of six types; namely the Realistic, Investigative, Artistic, Social, Enterprising and Conventional. Each is dominated by certain likes and dislikes as well as certain attitudes and skills. Based on this theory is the Self-Directed Search (50S) which is used to indicate the resemblance of the person to each of the six types. The SNUG guide to career choice workbook (Scheepers, 1996) which is based on the 50S, was used in this study to investigate career choices. The nature of the study can be classified as empirical involving the use of quantitative data-collection methods. The research design and the paradigm of the study can be typified as quasi-experimental. The sample consisted of 144 grade 12 Black high school students. Two schools within the Northern Province region in Giyani and two schools from Gauteng province in Soweto participated. There are two main groups namely the rural (Giyani) and urban (Soweto) groups. The SNUG workbook included a biographical section together with a brief exploration of how an individual chooses his or her career.
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Ngubane, Lindeni Maureen. "Career aspirations of high school learners." Thesis, 2004. http://hdl.handle.net/10530/338.
Full textAbstract:
A dissertation submitted to the Faculty of Education in partial fulfilment of the requirements for the Degree of Master of Education in the Department of Educational Psychology and Special Education at the University of Zululand, 2004.The present investigation consists of two objectives. The first aim is to investigate the nature of career aspirations of Black high school learners. The second aim is to find out whether learners' characteristics have an influence on their choice of a career. A questionnaire was administered to a group of 102 learners from grades ten to twelve. The findings indicate that a high percentage of respondents hold positive attitudes towards career aspiration. Results also indicate that variables such as year of study, age, gender and educational stream have no significant influence on career aspirations.
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Liu, An-Lun, and 劉安倫. "A Study on Learning Satisfaction in course of Vocational Exploration and Guidance of Junior High School Students." Thesis, 2000. http://ndltd.ncl.edu.tw/handle/01959623030299866471.
Full textAbstract:
碩士國立臺北科技大學
技術及職業教育研究所
88
This research was to study the learning satisfaction on vocational exploration and guidance in course of junior high school students by using the investigation on the effects and aspects of students’ learning satisfaction and the survey on learning satisfaction. The objective was to use the research results for providing the suggestion on the revision and related coaching activities of vocational exploration and guidance in course of junior high schools. To achieve the objective, this research began with the collecting, inducting, and analyzing of the reference documents, which was the basis of the theoretical fundamentals and contents of the questionnaire. The questionnaire of learning satisfaction on vocational exploration and guidance in course of junior high school students was compiled based upon the total summation method raised by Likert. Then, the field survey was conducted, and the data were collected and analyzed for learning satisfaction. The population of this research was the students who were in the second grade of junior high schools in Hsinchu City and joined the vocational exploration and guidance course. The total sampling size was 384, and the effective questionnaires were 330. The successful rate was 85.9%. The results of the survey were used for data analysis. The statistic methods includes percentage, mean value, frequency distribution, t-test, Pearson’s product-moment correlation, one factor variance analysis and Scheffe'''''''' method for post hoc comparison. According to the results of this study, the conclusions are summarized as the following. 1. All the students are highly satisfactory in course arrangement, teaching quality, learning environment, personal relationship, career planning, and overall performance. The average score of satisfaction in each aspect of female students is higher than that of male students. 2. The learning satisfaction of high socio-economic status students is higher than the medium and low socio-economic status students in overall performance, course arrangement, teaching quality, learning environment, personal relationship, and career planning. 3. The students with grade A are highly satisfactory in course arrangement and personal relationship, and the students with grade C are highly satisfactory in learning environment and teaching quality. The students with grade D are highly satisfactory in career planning. 4. In every aspect of learning satisfaction, significant correlation is shown for those who take the vocational exploration and guidance course.
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Yang, Hsiu-Hua, and 楊秀華. "Teachers' Teaching and Guidance Experience in Gener Relationships among Students in Special Classes of Vocational High School." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/05304904612714992702.
Full textAbstract:
碩士臺北市立大學
身心障礙者轉銜及休閒教育研究所
104
The purpose of the study was to explore teachers’ teaching and guidance experience in gender relationships among students in special classes of vocational high school. An in-depth interviews was adopted to collect the data. The results revealed that three teachers aware that their students with special needs being lack of judgment and social skills about gender interaction, and notice parents’ limiting the interaction opportunities of their adolescence children. Teachers treat students’ behaviors with either "empathy" or "lack of empathy". The former don’t only defuses teenagers’and parents’ depression and anxiety, but also affect teachers’ actions of educational and counseling measures. While being " not in students’ shoes - lack of empathy", teachers are not only exhausted by their actions, but also influence students’ behavior and some aftereffect with frustration and powerlessness. As for teachers’ attitude of gender stereotypes and professional preparation is also inextricably entangled. Teachers take more intervention treatments than prevention education. Teachers think the less effectiveness of teaching gender equality education claim whose responsibilities of affective education should be, and where the affective education resources system should be. According to the research results, some recommendations for the future teaching, curriculum, support, and research topics are proposed.
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Derr, Debra A. "Selected Oregon student, parent, and teacher perceptions of the factors that influenced eleventh grade students' readiness to make career choices." Thesis, 1996. http://hdl.handle.net/1957/34120.
Full textAbstract:
Oregon educational reform efforts are moving ahead with the support of legislation,
business and industry, and education. There has been little apparent consideration given to
the readiness of tenth graders to make career choices even though the research in the area of
career maturity indicates that students at this period in their career development are not
prepared to make mature career choices.
This study examined the perceptions of selected eleventh graders, parents, and
teachers of the factors that influenced the students' readiness to make their career choices.
The perceived factors found by each participant included: experience and information,
interest in the career area, and personal values. Students and parents identified the need for
personal satisfaction. Students and teachers identified skills and abilities. Students, solely,
identified the importance of parental support as a factor in their readiness.
The factors were comparable to those found in current literature on career maturity
and career choice. However, the emphasis placed on certain factors was in contrast to the
literature. Participants emphasized the importance of work experience in the area of career
choice. Students did not find value in career education classes. They wanted career
experiences to provide individualized career information. Each student discussed television
as a means of obtaining career-related information. Students stressed the essential nature of
positive parental support. This study showed a strong connection between the self-described
self-concept of the student, perception of parental support, and career choice readiness.
The participants believed that the students were ready to make individual career
choices. However, this readiness was presented within the boundaries that students be
allowed the flexibility to change their minds at any point in the process, without penalty.
Further research was indicated in relation to: the importance of television as a
means of obtaining career-related information; the link between self-concept, perception of
parental support, and career choice; and the need to examine current approaches to career
development and guidance practices in light of educational reform mandates.Graduation date: 1997
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Rasemane, Tshegofatso Gratitude. "Career decision making of grade 12 learners at a rural high school in Limpopo : an exploratory study." Diss., 2017. http://hdl.handle.net/10500/26926.
Full textAbstract:
The purpose of this study was to explore the career decision making of grade 12 learners at a rural high school in Limpopo.
The world of work has changed and there is a need for young people entering this world of work to be well matched and have the necessary skills to cope with the challenges it brings. Informed career decision-making is therefore essential.
The study was exploratory and qualitative in nature, conducted within an interpretive paradigm. A purposeful sample consisting of 18 grade 12 learners at a rural high school in Limpopo was utilised. Semi-structured interviews were conducted and data were analysed using the thematic analysis.
The study findings identified the factors considered by the learners under study in career decision-making as well as the challenges they face, when making career related decisions.
The results were integrated with literature and theory and finally recommendations to aid the learners’ in their career decision-making. Recommendations for future research were also made.Industrial and Organisational Psychology
M. Com. (Industrial and Organisational Psychology)
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Mei-wen, Chen, and 陳玫玟. "The Career Decision-making and Needs of Career Guidance for Unformal Vocational Senior High School Students in Taipei." Thesis, 1994. http://ndltd.ncl.edu.tw/handle/52434265204168972881.
Full text
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Mtemeri, Jeofrey. "Factors influencing the choice of career pathways among high school students in Midlands Province, Zimbabwe." Thesis, 2017. http://hdl.handle.net/10500/23174.
Full textAbstract:
The study sought to investigate factors that influence the choice of career pathways among high school students in Midlands Province of Zimbabwe. The investigation serves as a springboard to establishing a career guidance model that would assist career guidance teachers in high schools in their endeavours to help students make career choice from a well-informed perspective. A survey design which was mainly quantitative in nature was used in this empirical study. A self-designed questionnaire was used in collecting data from the participants. One thousand and ten high school students and 20 career guidance teachers participated in the study. The Statistical Package for Social Sciences version 19 calculated the percentages that were used to analyse the data. The study revealed that family members, both nucleus and extended, had an influence on students’ choice of careers. The influence of mothers and fathers was rated highly as compared to other family members. The study also revealed that schools had an impact on high school students’ choice of careers. Career guidance, especially school career days, was cited as having a positive impact on students’ choice of careers. The geographical location of schools was cited as quite influential in the choices of careers by students. The study also revealed that peers had an influence on students’ choices of careers through peer advice and encouragement. However, the influence of gender on career choice was lowly rated. In other words, gender did not influence the students’ choice of careers. Several recommendations were made. The study recommended the training of parents, peers and teachers to enhance students’ choice of careers. It was also recommended that only trained career guidance teachers be allowed to teach career guidance. Lastly, the study also recommended a career guidance model to assist in helping students choose suitable careers.Psychology of Education
D. Ed. (Psychology of Education)