The diploma thesis deals with the psychological context of career counselling and education in adolescence. Today, only a minimal amount of research interest in the Czech Republic is devoted to career counselling and education, while in several developed countries of the world it is an important social science field. The aim of the diploma thesis is to provide recommendations for career education at secondary schools and to design intervention programs for career counselling for a group of secondary school students. The research questions seek to answer what variables play a role in high school career decision-making, what high school students expect from career guidance and education in schools, and the benefits of sharing a career decision-making process among peers. The qualitative research was chosen to answer the given research questions. Data were collected by the focus group method. The research project involved 29 students from three Prague grammar schools and one secondary vocational school. The results show that high school students' career decision-making is primarily influenced by their values, abilities and skills, interests, personality traits, perceived obstacles and barriers, and social effect. High school students expect guidance, information, acquaintance, a realistic perspective,...

The primary objective of this study was to investigate the relationship between archetypal values (measured by the PMAI), career orientations (measured by the COI), perceived career success and meaningfulness (measured by open-ended questions) in a sample of 207 participants employed in the science and engineering sector. The secondary objective was to qualitatively assess the core themes underlying individuals‟ perceptions of their career success and meaningfulness. The tertiary objective was to determine whether demographic groups differ in terms of their archetypal values and career orientations. The research findings indicated significant relationships between participants‟ archetypal values, career orientations, their perceptions of career success and meaningfulness. The findings further revealed a number of core themes underlying individuals‟ perceptions of their career success and meaningfulness. Significant differences were observed between demographic groups in terms of their archetypal values and career orientations. The findings contributed valuable new knowledge to inform career counselling and decision-making practices. / Industrial and Organisational Psychology / M. Com. (Industrial and Organisational Psychology)

Student intention to drop out is a concern for higher education institutions as well for their students. Students with the intention to drop out may eventually drop out and contribute towards the already high dropout rates, which are causing economic damage. Students leaving their institution have vast financial consequences for their institution, as institutions obtain grants from the government according to their success rates. Although previous research has been conducted on students’ intention to drop out, it is limited, especially when looking at possible predictors that are specific to the South African context. This study contributes towards the gap in research regarding the possible predictors of student intention to drop out. The objectives of this study were to 1) conceptualise the possible predictors of student intention to drop out according to the literature; 2) determine if self-evaluation traits (self-esteem and self-efficacy) are significant predictors of student intention to drop out; 3) determine if student burnout and student engagement are significant predictors of student intention to drop out; 4) determine if social support (social support from parents and general social support) are significant predictors of student intention to drop out; and 5) determine if career decision-making difficulties are significant predictors of student intention to drop out. A non-probability quota sample (N = 782) was used to investigate possible predictors of career student intention to drop out in a sample of university students. Student intention to drop out was measured by one item consisting of two categories: I have no intention to drop out (n = 501), and I have an intention to drop out (n = 280). These two groups were enclosed as a dependent variable in the logistic regression. The variables included in the final model predicted between 13% (Cox and Snell) and 18% (Nagelkerke) of the variance in intention to drop out. The results of this study suggest that self-esteem had an influence on student intention to drop out. Furthermore, it was found that cynicism and dedication have a significant relationship with student intention to drop out. Lastly, lack of information about ways to obtain information also indicated a significant relationship with student intention to drop out. Thus, it may be concluded that self-esteem, burnout and engagement and lack of information about ways of obtaining information have an influence on students’ intention to drop out. Recommendations were made for practice as well as for future research. / Thesis (MCom (Industrial Psychology))--North-West University, Potchefstroom Campus, 2012

Theoretically derived career education programs are not well documented in the career development literature. This remains so, despite growing recognition of the negative effects of a schism between theory and practice. This thesis describes a research project that attempted to incorporate theory into practice. The two primary aims were to test and extend career development theory, and to evaluate a theoretically derived career education program. The participants were 296 Year 10 students (mean age = 14.5 years; 147 females & 149 males) attending a government high school in a low socio-economic area of a large Australian city. Career maturity, career decision-making self-efficacy, and career indecision were the key career development variables examined. Students' decision coping patterns were also investigated. There were three studies in all. The first gathered qualitative data from a stratified random sample (N = 30) of staff and parents at the school where the research took place. This study assessed the career decision-making development needs of the students. It also provided context specific information about the opportunity structure of these adolescents, including perceived barriers to making sound career-related decisions. Findings centred upon the belief that students lacked self confidence and were in need of training in life skills generally, and decision-making and goal setting skills in particular. The interviewees also painted a grim picture about students' complacency and sense of resignation to unemployment. The second study involved the cross-sectional examination of baseline survey data, which obtained measures of the career development variables under investigation as well as relevant demographic and contextual data including part-time work experience, school achievement level, and parents' education and employment status. A thorough review of the career development literature, combined with the qualitative data, and the findings of this cross-sectional study, served to guide the design of a career education intervention. Social cognitive career theory's choice model (Lent, Brown, & Hackett, 1994) was used as the framework for the career education intervention, which ran for six weeks with one 70 minute lesson per week. Relationships amongst the key variables established previously in the literature were reflected in the results of the cross-sectional study. Demographic and contextual variables were also found to impact upon students' level of career development and decision-making behaviour in anticipated ways. The third study was a longitudinal assessment of the intervention using the baseline survey and three more surveys administered during the same school year. The short and long term effects of the intervention were examined according to mode of delivery, and comparisons were made with controls. The researcher was the career development "expert" facilitator for the implementation of the intervention to 134 students between the first and second testing times. A wait-listed control group of 118 students undertook the intervention between the second and third testing times with regular classroom teachers facilitating it. The remaining students were enrolled in a generic school-based vocational course and were not given the intervention. There was a lapse of eight weeks between each of the first three testing times with the fourth test taken 12 weeks later. Despite its brief nature, the intervention was found to assist students' career development in a variety of ways. It led to gains in career maturity for females regardless of who taught them. However, males' career maturity was enhanced only if teachers facilitated the intervention. Levels of career indecision and maladaptive decision-making coping patterns were also reduced by the intervention with teacher facilitation. A matched sample of students who did the intervention exhibited significantly better outcomes than those doing the generic vocational course. The long term impact of the intervention was found to be generally beneficial, although some gains were not maintained 12 weeks later. Students' career decision-making self-efficacy and their resoluteness toward decision-making were not affected by the intervention. The research findings led to an appeal for the realignment of focus in career education. This has implications for career education curriculum development in Australia, which needs to shift from its ad hoc, information giving approach, to more comprehensive, long-term, and intensive programming. Career education that enhances the personal skills students need to meet the demands of the world of work in the twenty-first century is required. Career process skills are of paramount importance. Specialist training for career guidance officers is also recommended and more research incorporating theory and practice is advocated.

According to Erik Erikson (1950), adolescents and young adults are highly engaged in the process of identity development with intentions to avoid a state of diffusion and role confusion. Several researchers (e.g., Bordin, 1990; Krumboltz, 1979; Lofquist & Dawis, 1991; Super, 1957) in the area of career development have attempted to explain how identity relates to the career selection process for young adults, all seeming to describe a similar construct, that of self identity. Perhaps the most popular theory of career development, Holland’s (1959) theory, clarified the identity construct by Holland's Vocational Identity is first compared to Marcia's four ego identity statuses (Diffusion, Foreclosure, Moratorium, and Achieved), indicating a positive relationship to ego identity development. Second, person-environment (P-E) congruence was compared to Erikson's/Marcia's four identity statuses and Vocational Identity, revealing no relationship between the variables. However, strong relationships were apparent for P-E Congruence and well-being measures, including satisfaction with academic major, stability in academic major, and academic achievement. In further investigation of the identity formation process, identity variables were compared to measures of well-being. Using canonical correlation analysis, the first canonical function showed Vocational Identity as a strong indicator of well-being. Canonical correlation analysis was also used to compare measures of career development with Erikson's/Marcia's ego identity development. Results revealed a strong statistical relationship with the first canonical root, indicating Vocational Identity and career decision making both appear to be strongly related to the Achieved identity status. These findings further support the theoretical connection between ego identity and career development process. Considering limitations of the study, implications for theory and practice and recommendations for future research are provided. describing Vocational Identity as the possession of a clear and stable picture of one’s goals, interests, and talents. This study sought to clarify similarities between Erikson’s theory of identity development and Holland’s theory of vocational choice. To assess the relationship between identity formation and career development, 206 college students completed scales measuring ego identity formation, using Marcia’s (1966) empirical representation of Erikson’s theory, Vocational Identity, measures of congruence, measures of well-being, and Career Indecision.

Career education has become an integral part of high school programming in Canada (Gibbons, Borders, Wiles, Stephan & Davis, 2006). Research on school-based career interventions is on the rise throughout North America (Hiebert, 2010; Roest & Magnusson, 2005). The current study is intended to contribute to this growing area by examining the impact of an elective career education class offered in Saskatchewan public schools called Career and Work Exploration 30 (CWE30). CWE30 combines experiential classroom activities and work placements. Experiential learning has long been regarded as an effective way of increasing self-efficacy, as described in Social Cognitive Theory (SCT; e.g., Bandura, 1977), a factor shown to play a role in encouraging career exploration and confident career-related decision-making (e.g., Blustein, 1989). Another contributor to active career exploration is intrinsic motivation, described in Self-Determination Theory (SDT) as the innate desire to seek out knowledge and growth and to therefore engage in activities that foster this development (Deci & Ryan, 1985). Given the complex and relatively nascent nature of research in this area, the chosen methodology was a case study (Yin, 2014). Multiple types of data were collected. Fourteen grade 11 and 12 high school students from Saskatchewan completed the Career Decision-Making Self-Efficacy Scale - Short Form (CDMES-SF; Taylor & Betz, 1983) and a motivation questionnaire (adapted from Kerner et al., 2012) at the beginning and end of the second semester of the 2013-2014 school year. Two students and one teacher were interviewed. Further, the class curriculum, student attendance, blank copies of in-class activities, and homework that was assigned were collected. Results included significant differences in scores on the CDMSE-SF from pre to post testing and common themes on the qualitative measures such as frustration with assignments and placement time commitments; excitement about experiential learning; fears and uncertainties related to career decision-making; and suggestions for improvements emerged. Course documents provided further evidence as to the implementation of the CWE30 curriculum and the inclusion of factors thought to promote intrinsic motivation and self-efficacy as described in SDT and SCT respectively. Implications within the current literature as well as for future research are discussed.

Student intention to drop out is a concern for higher education institutions as well for their students. Students with the intention to drop out may eventually drop out and contribute towards the already high dropout rates, which are causing economic damage. Students leaving their institution have vast financial consequences for their institution, as institutions obtain grants from the government according to their success rates. Although previous research has been conducted on students’ intention to drop out, it is limited, especially when looking at possible predictors that are specific to the South African context. This study contributes towards the gap in research regarding the possible predictors of student intention to drop out. The objectives of this study were to 1) conceptualise the possible predictors of student intention to drop out according to the literature; 2) determine if self-evaluation traits (self-esteem and self-efficacy) are significant predictors of student intention to drop out; 3) determine if student burnout and student engagement are significant predictors of student intention to drop out; 4) determine if social support (social support from parents and general social support) are significant predictors of student intention to drop out; and 5) determine if career decision-making difficulties are significant predictors of student intention to drop out. A non-probability quota sample (N = 782) was used to investigate possible predictors of career student intention to drop out in a sample of university students. Student intention to drop out was measured by one item consisting of two categories: I have no intention to drop out (n = 501), and I have an intention to drop out (n = 280). These two groups were enclosed as a dependent variable in the logistic regression. The variables included in the final model predicted between 13% (Cox and Snell) and 18% (Nagelkerke) of the variance in intention to drop out. The results of this study suggest that self-esteem had an influence on student intention to drop out. Furthermore, it was found that cynicism and dedication have a significant relationship with student intention to drop out. Lastly, lack of information about ways to obtain information also indicated a significant relationship with student intention to drop out. Thus, it may be concluded that self-esteem, burnout and engagement and lack of information about ways of obtaining information have an influence on students’ intention to drop out. Recommendations were made for practice as well as for future research. / Thesis (MCom (Industrial Psychology))--North-West University, Potchefstroom Campus, 2012

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The primary objective of this study was to investigate the relationship between archetypal values (measured by the PMAI), career orientations (measured by the COI), perceived career success and meaningfulness (measured by open-ended questions) in a sample of 207 participants employed in the science and engineering sector. The secondary objective was to qualitatively assess the core themes underlying individuals‟ perceptions of their career success and meaningfulness. The tertiary objective was to determine whether demographic groups differ in terms of their archetypal values and career orientations. The research findings indicated significant relationships between participants‟ archetypal values, career orientations, their perceptions of career success and meaningfulness. The findings further revealed a number of core themes underlying individuals‟ perceptions of their career success and meaningfulness. Significant differences were observed between demographic groups in terms of their archetypal values and career orientations. The findings contributed valuable new knowledge to inform career counselling and decision-making practices. / Industrial and Organisational Psychology / M. Com. (Industrial and Organisational Psychology)

Magister Commercii - MCom / One of the most important decisions adolescents are confronted with in the transitioning period from high school to tertiary institutions, is making career decisions. Young adults and adolescents may experience high levels of stress when they are expected to make decisions pertaining to a desired career. The stressful period may be too overwhelming for them.As a result it may have adverse implications on the quality of their career choice. The applicability of career indecision amongst undergraduate university students is considered an inability to choose a university major or occupation (Brogan & Hiebert, 2006).According to Creed, Patton and Prideaux (2006), career indecision is linked to issues related to career development and problems in making career related decisions, society’s expectations and perceptions, as well as the role of the family which may have an impact on the student’s ability to make career choices. In a study conducted by Creed and Patton (2003) it was revealed that age, gender and career indecision were predictors of career maturity knowledge. Joordan, Smithard and Burger (2009) postulate that career indecision influences career related thoughts and career decisions and plays an important role in the way individuals formulate career goals. Gordon and Meyer (2002) are of the view that it is not atypical for individuals to experience a certain level of developmental career indecision, this may be resultant to not having adequate experience and sufficient knowledge pertaining to the world of work. Developmental career indecision amongst students is viewed as a wholesome state which may ultimately prompt the student to explore careers and set goals (Feldt,2010).Brown, Brooks and Associates (1996), delineate that a career choice is an act which replicate an individual’s motivation. This action compels the individual to work toward their goals and to achieve it. As students venture on attaining their goal (career choice) they are confronted with many challenges, some of which include the transition from secondary school to tertiary level and the adaptation to an academic environment.This emphasizes the importance of career guidance, and that it should not be neglected. Stead and Watson (1999) conducted a study on first year university students in the Western Cape which revealed that students from disadvantaged schools were unable to choose study directions at tertiary level due to negligence of not providing career guidance at school level.Resultant to this, students were not afforded the opportunity to make informed decisions pertaining to career choices. Brown et al. (1996) presume the more informed an individual is about career choices and their abilities, the more likely they are to make career choices as they are more prepared to do so.The current study aimed to examine career indecision experienced by undergraduate university students at an academic institution in the Western Cape. The study examined the differences in career indecision based on gender and age, it also examined the relationship between a lack of information and career indecision and lastly access to a career counsellor and career indecision. A biographical questionnaire and the Career Decision Making Difficulties Questionnaire (CDDQ) were administered to undergraduate university students. The sample (n = 224) consisted of first, second and third year male and female undergraduate commerce students. The results indicated that there are significant differences in career decision making based on gender and age. In addition, the results revealed that there is a moderate relationship between lack of information and career indecision and findings also indicated a significant relationship between access to a career counsellor and career indecision.The results of the current study should however, be interpreted with caution as a convenience sampling strategy was utilized thus limiting generalizabilty to the broader population of students. Furthermore limitations are put forth and the study concludes with recommendations for further research and for academic institutions for consideration.