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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)

Vocational interest is a dynamic, subjective, positive attraction towards a job, occupa tion or occupational field, based on the individual's perception of the structure of occupations and situations already experienced or expected to produce pleasurable feelings. Interest test tields are usually statistically derived from characteristics of individuals. This study develops and validates an interest test based on the perceived occupationaI structure. After examining various classification models and occupational classification systems, including work by Holland, Gati and Roe, a new network access model was pro­posed, based on many-to-many correspondence in set theory. Categories are arranged on levels. Choice of a category on one level precludes access to another category on the sanK level, but does not restrict access to categories on other levels. It was hypothesised that occupational structure is perceived to consist of the three levels of lields, environments and duties. Each category is a horizontal sirus group and includes all vertical status levels. Career choice is based on preferences at each level. 1200 jobs have been classified by allocation to one category on each level, and each is described by a field, environment and duty. The field-environment-duty (FED) system was operationalised in a ten minute interest test asking testees to choose from each level the three categories that interest them for a job. Extensive use was made of x to the power of 2 and empty sets to the power of two statistics in analysing nominal measurement scores. The FED test was applied to 1280 school-leavers in Gauteng, South Africa. Research supports Gati's division of occupations into "soft" (people-oriented occupations preferred by females), and "hard" (not-people-oriented occupations preferred by males), and introduces a third "neutral" division which is preferred equally by both males and females. Construct and concurrent validity was shown with the I 9Fll, VIQ, SDS and l6PF. In a four to five year longitudinal study the FED was found to predict future studies (80%) and occupation (86%). Research with working adults found that the FED test predicts concurrent job satisfaction, job tenure and self-assessed performance. Inter-rater reliability in assigning jobs to categories is around 80%. Test-retest reliability was significant to the 0,0001 level using the x to the power of 2 goodness of fit test. / Industrial and Organisational Psychology / D.Com. (Industrial Psychology)

The choice of a career is an important decision that a person has to make in his life. The purpose of this study was to identify factors at play at the time that learners' have to commit themselves to chosen career paths. From the literature it became,evident that there exists an interplay between personal and situational factors. This interplay results in the formation of a certain identity which is later actualised in a chosen career. The empirical study revealed that factors like the type of school attended, the school curriculum the socio-economic location of the school and the availability of guidance services played an important role in the choice of a career. Family factors and other factors such as prestige and remuneration were also influential. It appeared however that the level of a learner's career maturity would be a major factor influencing career identity formation, choice and subsequent satisfaction. / Summaries in English and Afrikaans / Een van die belangrike besluite wat In mens moet maak in sy lewe is die van In beroepskeuse. Die doel van hierdie ondersoek was om die faktore te identifiseer wat In rol speel gedurende die tyd wanneer leerders hulself verbind tot In gekose loopbaan. Uit die literatuur blyk dit dot daar In wisselwerking best a an tussen persoonlikeen omstandigheidsfaktore. Hierdie wisselwerking lei tot die vorming van In sekere identiteit wat later verwesenlik word in In gekose beroep. Die empiriese ondersoek toon dot faktore soos die tipe skool bygewoon, die kurrikulum, die sosio-ekonomiese ligging van die skool en die beskikbaarheid van voorligtingsdienste In belangrike rol gespeel het in die keuse van In beroep. Gesinsfaktore en onder faktore soos aansien en vergoeding het ook 'n rol gespeel. Dit het veral geblyk dot die vlak van die leerder se beroepsvolwassenheid In aansienlike faktor was wat beroepsidentiteitsvorming, keuse en die daaropvolgende beroepsbevrediging, be'invloed het. / Psychology of Education / M.Ed. (guidance and Counselling)

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)

本研究目的在整合依附理論、負向情緒調適預期和壓力因應三種理論觀點，建構面臨生涯抉擇的大四學生之情緒經驗歷程模式。研究採問卷調查法，以台灣八所大學783位大四學生為對象。研究工具包括依附風格量表、負向情緒調適預期量表、生涯抉擇壓力因應量表、快樂感受量表和憂鬱量表。資料分析方法為因素分析、信度分析、皮爾遜積差相關分析、t考驗、單因子變異數分析及結構方程模式。 初步模式驗證發現，初始模式與觀察資料間無法適配，故根據修正指標，刪除不適當路徑、整併觀察變項、將部分觀察變項的殘差連結後，產生三個理論模式。進一步進行模式適配度考驗，顯示三個模式與觀察資料間適配度良好，並能有效解釋變項間的關係。模式一：依附會影響負向情緒調適預期；依附會透過正向壓力因應影響情緒經驗。模式二：依附會影響負向情緒調適預期；依附會透過負向壓力因應影響情緒經驗。模式三：依附會透過情緒焦點因應影響情緒經驗；依附會透過負向情緒調適預期和情緒焦點因應影響情緒經驗。 三個模式的共通處為：依附會影響個人的壓力因應；個人的壓力因應會影響其情緒經驗；依附並不會直接影響個人的情緒經驗，但依附會透過壓力因應而對情緒經驗產生影響；依附會影響個人的負向情緒調適預期。 研究建議為：宜積極發展生涯輔導方案與生涯探索課程；協助個案瞭解依附、負向情緒調適預期和壓力因應對其情緒經驗的影響；針對不安全依附者提供預防介入；以不同性別和不同依附型態者為對象，進行模式的建構與驗證；採焦點團體法或縱貫研究法進行研究；將其他重要變項納入模式中，或探究變項間的關係；依附和情緒經驗等測量工具的改進。 / The purpose of the study was to integrate attachment theory, coping theory, and the perspective of expectancies for negative mood regulation (NMR) to develop the process model of emotional experiences for senior college students encountering the stress of career choice. The participants of the study were 783 senior college students in Taiwan. The participants were evaluated by Attachment Style Scale, NMR Scale, Coping Scale, Happiness Scale, and Depression Scale. The data were analyzed by factor analysis, Cronbach α analysis, Pearson product-moment correlation, t-test, one-way ANOVA, and SEM. In the primitive model testing, the original model couldn’t fit with the observed data. Adjustment is thus made, in accordance with the modification index, to delete the unsuitable paths, combine the observed variances and line the error variances of some observed variances. Three models are generated. As shown in the result of model testing, the three models coordinate with the observed data, explaining the relationships among main variables. Model one: Attachment can affect NMR; attachment can affect emotional experiences through positive coping. Model two: Attachment can affect NMR; attachment can affect emotional experiences through negative coping. Model three: Attachment can affect emotional experiences through emotion-focused coping; attachment can affect emotional experiences through NMR and emotion-focused coping. The similarities in the three models were as follows: Firstly, attachment can affect coping. Secondly, coping can affect emotion. Thirdly, attachment can’t affect emotional experiences directly, but attachment can affect emotional experiences through coping. Fourthly, attachment can affect NMR. The suggestions were as follows: 1.The programs of career guidance and the curriculum of career exploration should be developed. 2. The clients should be assisted to understand the influence of attachment, NMR, and coping on their emotional experiences. 3. The preventive intervention should be provided to students of insecure attachment. 4. The models should be developed and tested according to the participants of different gender and attachment styles. 5. The focus group interview and the longitudinal method should be adopted. 6. Other important variables should be added to the model; alternatively, the relationships of these variables be explored. 7. The instructions of measurement in attachment and emotional experiences should be improved.

Den här avhandlingen handlar om hur unga med utländsk bakgrund berättar om sina liv och om hur de föreställer sig sina karriärval avseende utbildning och arbete. Syftet med avhandlingen är att analysera hur möjlighetshorisonter i relation till karriärskapet – de processer som genererar olika typer av karriärval – framträder i individuella berättelser. Studiens empiriska material grundar sig på fältarbete i en gymnasieskola under ett års tid. I fokus står två klasser med elever som studerats genom deltagande observationer och intervjuer. Studien belyser hur familjens sociala position och föräldrarnas karriärer är en viktig hållpunkt mot vilken ungdomarna bedömer sina egna framtidsmöjligheter. Studien pekar på hur en av både social klass och etnicitet, strukturerad individualisering påverkar ungas karriärval och färgar deras möjlighetshorisonter. Dessutom belyser studien hur karriärval måste förstås i relation till en möjlighetshorisont som har både en temporal och en rumslig dimension. Ungdomarnas möjlighetshorisonter fördunklas dock av en uppfattad etnisk diskriminering på arbetsmarknaden men även av de etniska kategoriseringarnas påverkan på karriärskapet i skolan. När ungdomarna i narrativ mening positionerar sig i (föräldrarnas) hemlandssammanhang vidgas handlingsutrymmet i symbolisk men även i praktisk mening. Genom att ta hänsyn till en translokal position kan vi förstå hur positioneringar i skilda rumsliga sammanhang hänger samman med skiftningar i den möjlighetshorisont som karriärval relateras mot. / This thesis is about how young people of foreign background talk about their lives and how they perceive their career choices regarding education and work. The aim of the thesis is to analyze how horizons of opportunity in relation to careership – the processes that generate different kinds of career choices – appear in individual narratives. The empirical data were collected through fieldwork over the course of one year in an upper secondary school using different techniques: participant observation and interviews. The analysis shows that the family’s social position and the parents’ careers form an important vantage point facilitating young people to assess future opportunities. Results indicate that structured individualization in terms both of social class and ethnicity affects young people's career choices and their horizons of opportunity. Furthermore, the study highlights how career choices need to be understood in relation to a horizon of opportunity encompassing both a temporal and a spatial dimension. Young people's horizons of opportunity are obscured by perceived ethnic discrimination in the labour market, as well as by ethnic categorizations at school affecting their careership. When young people in their narratives position themselves in the context of their parents' homeland, they extend the scope of action in a symbolic but also practical sense. By taking into account their translocal position, we see how positioning in different spatial contexts is associated with shifts in the horizon of opportunity that are related to career choices.

Geschlechtsspezifische Arbeitsmarktsegregation nimmt die ungleiche Verteilung und Präsenz von Gruppen nach dem Merkmal Geschlecht innerhalb verschiedener Sphären der Erwerbsarbeit (bspw. in Betrieben, Berufen, Berufsfeldern oder auf Hierarchieebenen) in den Blick. Die Geschlechtersegregation hat fast immer negative Auswirkungen (z.B. schlechtere Bezahlung oder geringere Aufstiegschancen) auf Frauen*. Generell wird zwischen horizontaler und vertikaler Segregation unterschieden. In der Forschung hat sich der Blick auf geschlechtsspezifische Arbeitsmarktsegregation von akteurszentrierten über strukturkategoriale hin zu sozial-konstruktivistischen Ansätzen entwickelt.