Thesis (Ph. D.)--University of Wisconsin--Madison, 1970. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

The present study considered the relationships between internal working models of adult attachment, satisfaction with social supports, and career decision self efficacy. Theoretical support was found within the context of Social Cognitive Theory (Bandura, 1986) and Attachment Theory (Bowiby, 1 973 ; Hazen & Shaver, 1994). A conceptual model was proposed and tested using structural equation modeling to answer the research questions: is there a relationship between secure internal working models of attachment and career decision self efficacy, and if so, is the relationship between secure internal working models of attachment and career decision self efficacy partially mediated by satisfaction with social supports? A third research question was considered: are men and women similar in how they experience internal working models of attachment, satisfaction with social supports, and career decision self efficacy? Participants included 663 college-aged students (457 women; 206 men) from two Midwestern universities, with most being in their first or second year of college (72% freshmen/sophomores; 28% juniors or above). Alternate models for men and women were proposed and a multi-group analysis was conducted to determine if groups were similar. Results indicated that the groups were similar. Models were then combined for a comprehensive model representing both men and women. Findings indicated that there was a direct relationship between secure internal working models of attachment and career decision self efficacy and an indirect relationship that was partially mediated by satisfaction with social supports. Theoretical, research, and practice implications are discussed, as well as methodological limitations to the study. Future directions are offered. / Department of Counseling Psychology and Guidance Services

Thesis (D. Min.)--New Orleans Baptist Theological Seminary, 1995. / Includes abstract and vita. "March 1995." Includes bibliographical references (leaves 200-211).

Thesis (M.Ed.)--Memorial University of Newfoundland, 1997. / Restricted until May 1998. Bibliography: leaves [63]-67, 80-89.

Thesis (MEdPsych (Educational Psychology)--University of Stellenbosch, 2009 / ENGLISH ABSTRACT: This research study was done in order to get a better picture of the meaning that Grade 12 learners attach to the systemic influences with regard to their initial career choice. The researcher also inquired into the contribution that the subject Life Orientation plays in the Grade 12 learners' initial career choice. Since the start of the twentieth century career choice has been viewed as the most important decision in an individual's life. Post modern career theoreticians allege that the process of decision-making regarding a career is a constant one in which an individual must adapt to changes in the world of work throughout the course of his/her life. The individual is a system of intrapersonal variables which are constantly in interaction with the variables in his/her environment. Due to this interaction the Systems of Influence influences the individual in the making of his/her career choice during the whole course of his/her life. The Individual, Social and Environmental/Societal Systems of Influence also interact with one another. Since the circumstances of South Africans are so diverse, it is probable that learners from different circumstances will experience different influences when making career choices. It is necessary that these systems of influence must be examined so insight can be gained into the way learners make career choices. This information can help career counsellors and teachers to successfully assist learners when making career choices. The research was done at the hand of a qualitative study. Data was gathered by means of three data sources, namely focus group interviews, the drawing of lifelines and the completing of My Systems of Career Influences (MSCI) questionnaires. The responses gathered from the Grade 12 participants produced meaningful insights with regard to the role of systemic influences in the making of their initial career choices. The important impact of especially socio-economic restrictions, the lack of career information and the shortcomings in the presentation and implementing of the subject Life Orientation was pointed out by the participants. The findings of the study hold important implications for the implementing of the Life Orientation curriculum, especially in schools in low socio-economic communities. In these communities there are few information sources and little exposure and consequently learners often make uninformed and incorrect career choices. Since for many of these learners school is their only opportunity to get career education and guidance, it is necessary that the Life Orientation programme be presented in such a way that it will be meaningful to learners. In this study it was however revealed that the presentation of Life Orientation falls short of the mark. Recommendations for the use of the Systems Theory Framework (STR) of career development in Life Orientation programmes, as well as the presentation of subjects and subject information have been made.