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The Global ETD Search service is a free service for researchers
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Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
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Showing 1 to 7 of 7 (0.063 seconds)Spelling suggestions: "subject:"locational choices"" "subject:"locational hoices""
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The Relationship between Personality Factors and the Choice of Selected Major Fields in EducationHall, Richard Van 01 1900 (has links)
The problem of this study was to determine the relationship between certain aspects of vocational choice and certain non-intellectual personal characteristics.
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| 2 |
Personality Differences and Atypical Vocational Choices by WomenBurgess, Vicky D. 01 May 1968 (has links)
The purpose of this study was to examine and compare some of the personality characteristics of junior high school students as they related to the students' later vocational choices. More specifically selected personality characteristics observed in girls who later made typical or atypical vocational selection were compared. Both typical and atypical girls were also compared to boys on these selected personality characteristics.
Te s t s used in this study to measure cognitive need and flexibility "ere Anderson Self-Reporting Need Achievement Questionnaire, Berlak School Work Habit Questionnaire and Resnick Self- Reporting Need Cognition Questionnaire. Tests used to measure social attitudes and ideology were "Have"--"Have not" Questionnaire, Submissiveness Test, F-Scale, and Humanitarian Concern. Comprehensive Personality Inventories used in this study were Guilford-Zimmerman Temperament Survey and Cattell's High School Personality Questionnaire. Scores from the Differential Aptitude Test were also used.
Using the above measures, it was found that the girls defined by this study as atypical have some personality characteristics similar to those of boys and dissimilar to those of girls defined by this study as typical. The atypical girls of this study also have some personality characteristics different from both boys and typical girl s . But as a whole and contrary to the stereo typed career - oriented girl , the atypical girls of this study have more personality characteristics in common with other girls than with boys.
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| 3 |
Factors causing career indecision of school leavers in KwandebeleMabena, Esther Ntombana 06 1900 (has links)
This research was undertaken to determine factors causing career indecision of
schoolleavers in Kwandebele. Literature study indicates that factors such as
interest, sex, dependency, vocational immaturity, the economy and politics have
a direct influence on career indecision. Literature study further indicates that
parties involved in career decision-making also contribute to career indecision.
424 Kwandebele school leavers answered questionnaires. The schoolleavers
were requested to indicate the importance and contributions of five categories,
namely personal aspects, family, school, guidance teacher and society to his
career choice making process. Most of the personal aspects were regarded as
important and also the other four categories showed a significant difference
between school leavers who have made a choice and those that have not made a
choice.
This research could not cover the implication of career education at all levels of
the child, recommendations for future research have been made. / Psychology of Education / M. Ed. (Psychology of Education)
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| 4 |
An Investigation of Holland's Theory of Vocational Personalities and Work Environments As Applied to Undergraduate Music MajorsAllen, Michael, 1954- 08 1900 (has links)
Holland's theory of vocational personalities and work environments incorporates four theoretical constructs (congruence, consistency, differentiation and identity) which attempt to explain sources in variability of achievement and satisfaction among employed adults and college students. This study sought to: (1) investigate the relationship of Holland's constructs to academic achievement and educational satisfaction of undergraduate music majors; (2) investigate differences in all variables according to gender and degree major. Data were collected from undergraduate music majors (N = 100) enrolled at the University of North Texas using the Vocational Preference Inventory. Mv Vocational Situation. and the Music Major Satisfaction Questionnaire. Reliability for the Music Major Satisfaction Questionnaire was estimated at .92 using Cronbach's coefficient alpha. Pearson product-moment correlation coefficients indicated that: (1) congruence was significantly related to academic achievement and educational satisfaction; (2) identity was significantly related to academic achievement and educational satisfaction; (3) consistency was significantly related to academic achievement, but not to educational satisfaction; (4) differentiation was significantly related to academic achievement, but not to educational satisfaction. Multiple regression using a stepwise entry method indicated that: (1) the identity construct was the best predictor of educational satisfaction scores; (2) identity was the best predictor of academic achievement scores.
The results of the study suggested: (1) it is unlikely that any single theory accounts for all dimensions of variability in achievement among college music majors. To arrive at a comprehensive model of achievement, it will be necessary to utilize constructs of several theories. Such a model should include Holland's constructs of identity, congruence, and possibly differentiation. (2) similarly, a comprehensive model of satisfaction should include Holland's constructs of identity and congruence. (3) Holland's classification system may distinguish among two traditionally held divisions of college music majors, performance majors and education majors. (4) music education majors and music performance majors differ on the social dimension of their vocational personalities.
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| 5 |
Beginsels vir die doeltreffende toepassing van voorligting in multikulturele skole / Marjorie GrimbeekGrimbeek, Marjorie January 1998 (has links)
In a changing South Africa with a new education system, it has become necessary to determine
the degree to which multicultural guidance is provided in secondary schools.
The aim of the research was to:
• Identify by means of a literature study, the principles of multicultural guidance in a
number of countries abroad;
• determine empirically, the degree to which the principles of guidance are applied in
multicultural schools in the Gauteng Province.
To this end concepts such as culture, ethnicity, race, racism, multicultural education,
guidance and multicultural guidance had to be described. An historical approach to multicultural
education and the research with regard to multicultural guidance were described at
length. The development of school guidance in multicultural schools in South Africa was
subsequently discussed in more detail, especially the implementation of an effective guidance
programme in multicultural schools. An in-depth discussion with regard to the principles
of guidance in general and of multicultural guidance in particular, as well as guidance in
multicultural schools, were highlighted.
An empirical investigation was done by means of frequency tables, correlation coefficients
and factor analyses. These were subsequently interpreted:
The most important finding was that multicultural guidance in secondary schools does not
receive its due. Several deficiencies were identified in this regard. It is recommended that the
Gauteng Education Department should pay specific attention to specialised training programmes
in that province.
The time has come that the Head of Department : Guidance/Guidance teacher should make
certain theoretical as well as practical changes to guidance. Multicultural guidance should be
ethically-founded. Multicultural perspectives should be built into education, and specifically
into guidance programmes.
Each person should realise that South Africa and especially education, are moving towards a
multicultural future and this requires acceptance and acknowledgement of each other, regardless of culture. / Thesis (MEd)--PU for CHE, 1998
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| 6 |
Beginsels vir die doeltreffende toepassing van voorligting in multikulturele skole / Marjorie GrimbeekGrimbeek, Marjorie January 1998 (has links)
In a changing South Africa with a new education system, it has become necessary to determine
the degree to which multicultural guidance is provided in secondary schools.
The aim of the research was to:
• Identify by means of a literature study, the principles of multicultural guidance in a
number of countries abroad;
• determine empirically, the degree to which the principles of guidance are applied in
multicultural schools in the Gauteng Province.
To this end concepts such as culture, ethnicity, race, racism, multicultural education,
guidance and multicultural guidance had to be described. An historical approach to multicultural
education and the research with regard to multicultural guidance were described at
length. The development of school guidance in multicultural schools in South Africa was
subsequently discussed in more detail, especially the implementation of an effective guidance
programme in multicultural schools. An in-depth discussion with regard to the principles
of guidance in general and of multicultural guidance in particular, as well as guidance in
multicultural schools, were highlighted.
An empirical investigation was done by means of frequency tables, correlation coefficients
and factor analyses. These were subsequently interpreted:
The most important finding was that multicultural guidance in secondary schools does not
receive its due. Several deficiencies were identified in this regard. It is recommended that the
Gauteng Education Department should pay specific attention to specialised training programmes
in that province.
The time has come that the Head of Department : Guidance/Guidance teacher should make
certain theoretical as well as practical changes to guidance. Multicultural guidance should be
ethically-founded. Multicultural perspectives should be built into education, and specifically
into guidance programmes.
Each person should realise that South Africa and especially education, are moving towards a
multicultural future and this requires acceptance and acknowledgement of each other, regardless of culture. / Thesis (MEd)--PU for CHE, 1998
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| 7 |
Factors causing career indecision of school leavers in KwandebeleMabena, Esther Ntombana 06 1900 (has links)
This research was undertaken to determine factors causing career indecision of
schoolleavers in Kwandebele. Literature study indicates that factors such as
interest, sex, dependency, vocational immaturity, the economy and politics have
a direct influence on career indecision. Literature study further indicates that
parties involved in career decision-making also contribute to career indecision.
424 Kwandebele school leavers answered questionnaires. The schoolleavers
were requested to indicate the importance and contributions of five categories,
namely personal aspects, family, school, guidance teacher and society to his
career choice making process. Most of the personal aspects were regarded as
important and also the other four categories showed a significant difference
between school leavers who have made a choice and those that have not made a
choice.
This research could not cover the implication of career education at all levels of
the child, recommendations for future research have been made. / Psychology of Education / M. Ed. (Psychology of Education)
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