The first aim of this research was to identify the factors that relate to the career maturity of school-going girls and more specifically the factor positive possible selves. Secondly, the study aimed to measure the stability of the construct career maturity as learners progress from one grade to the next without any guidance intervention. The work of Super (1957), Crites (1969) and Langley (1988) formed the theoretical framework for the investigation of the contextual factors such as subject choice and career choice and the biological and psychological factors such as grade, self-efficacy, self-esteem, perceived and actual academic achievement and positive possible selves in relation to career maturity. Quantitative research that involved a cross-sectional and longitudinal research design was implemented. Career choice and self-esteem were the strongest predictors of career maturity Self-efficacy showed marginal significance and possible selves explained only 2% of the variance of the dependent variable career maturity. / Psychology of Education / M. Ed. (Guidance and Counselling)

The first aim of this research was to identify the factors that relate to the career maturity of school-going girls and more specifically the factor positive possible selves. Secondly, the study aimed to measure the stability of the construct career maturity as learners progress from one grade to the next without any guidance intervention. The work of Super (1957), Crites (1969) and Langley (1988) formed the theoretical framework for the investigation of the contextual factors such as subject choice and career choice and the biological and psychological factors such as grade, self-efficacy, self-esteem, perceived and actual academic achievement and positive possible selves in relation to career maturity. Quantitative research that involved a cross-sectional and longitudinal research design was implemented. Career choice and self-esteem were the strongest predictors of career maturity Self-efficacy showed marginal significance and possible selves explained only 2% of the variance of the dependent variable career maturity. / Psychology of Education / M. Ed. (Guidance and Counselling)

South African learners transitioning into the world of work are currently lacking adequate career education in schools. It is well documented that preparedness for the world of work sets learners in a locus of control. The main aim of this case study was to interpret learners’ reflections of selfconstructing a career with the psychosocial construct of career adaptability as an instructional scaffold. The study leaned on the life design for career construction theory, a combination of the career construction theory of Savickas, and the selfconstruction theory of Guichard. I utilised interpretivism as a research paradigm and a single case study design. Following purposeful convenience sampling, sixteen Grade 11 learners in a South African public school participated in Phase 1: a workshop comprising five sessions. Phase 2 consisted of a focus group interview with eight learners selected from the original group on their level of contribution and commitment. Data collection included group reflection, reflective writing, observation, researcher reflective field notes, and a focus group interview. Six themes emerged from the thematic analysis of the data. Learners successfully initiated career planning activities by reflecting on the career adaptability construct. The research results suggest a need for an alternative approach in the manner career education is presented in schools. This study hopes to provide insight into career selfconstruction initiatives learners employ when using the career adaptability construct as an instructional scaffold. / Psychology of Education / M. Ed. (Psychology of Education)