The purpose of this study was to develop an economic career choice instrument for grade 121earners, which conforms with the requirements of cultural fairness, validity and reliability. The various facets of adolescent development were analysed from the literature. Self-knowledge (identity) and career knowledge were analysed from various theoretical perspectives. The various facets of adolescent development had a direct influence on the career choice of learners. These facets served as a basis for the development of the different sections for the career choice instrument. In the empirical study a survey was conducted involving 321 grade 12 learners randomly selected from secondary schools in the Potchefstroom region. These learners completed the newly developed instrument. The reliability of the career choice instrument was determined by using the Cronbach Alpha Coefficient. Factor analysis were used to determine the validity of each section of the instrument. In order to determine whether the career choice instrument was culturally fair, a series of one-way ANOVAS, followed by Tukey tests were performed, whereafter effect sizes were determined. In the study good reliability indices were obtained for all sections of the measuring instrument. The reliability indices obtained from the Cronbach Alpha Coefficients, coincided relatively well with the reliability indices obtained for the MB-10 (Meyer Interest Questionnaire), the Jung Personality questionnaire and the LISRES-Y. Concerning the cultural aspect, the different race groups, white, black and coloured learners, differed significantly in respect of social development and values. Recommendations for further research for the use of the instrument in teaching practice are formulated from the research results, in particular with reference to the designing of a career choice instrument. / Thesis (Ph.D. (Education))--Potchefstroom University for Christian Higher Education, 2001

The purpose of this study was to develop an economic career choice instrument for grade 121earners, which conforms with the requirements of cultural fairness, validity and reliability. The various facets of adolescent development were analysed from the literature. Self-knowledge (identity) and career knowledge were analysed from various theoretical perspectives. The various facets of adolescent development had a direct influence on the career choice of learners. These facets served as a basis for the development of the different sections for the career choice instrument. In the empirical study a survey was conducted involving 321 grade 12 learners randomly selected from secondary schools in the Potchefstroom region. These learners completed the newly developed instrument. The reliability of the career choice instrument was determined by using the Cronbach Alpha Coefficient. Factor analysis were used to determine the validity of each section of the instrument. In order to determine whether the career choice instrument was culturally fair, a series of one-way ANOVAS, followed by Tukey tests were performed, whereafter effect sizes were determined. In the study good reliability indices were obtained for all sections of the measuring instrument. The reliability indices obtained from the Cronbach Alpha Coefficients, coincided relatively well with the reliability indices obtained for the MB-10 (Meyer Interest Questionnaire), the Jung Personality questionnaire and the LISRES-Y. Concerning the cultural aspect, the different race groups, white, black and coloured learners, differed significantly in respect of social development and values. Recommendations for further research for the use of the instrument in teaching practice are formulated from the research results, in particular with reference to the designing of a career choice instrument. / Thesis (Ph.D. (Education))--Potchefstroom University for Christian Higher Education, 2001