Dissertation submitted to the Faculty of Arts (University of Zululand) in partial fulfillment of the requirements for the degree of Master of Arts in Counselling Psychology, 2007. / The effect of career guidance on grade 9 learners' readiness to make career choices was measured. The specific research question was: does career guidance increase the learners' ability to make more informed career choices? The sample consisted of learners from Trenance Manor Secondary School. 35 subjects were randomly selected to serve as the experimental group and 35 subjects were randomly selected to serve as the control group. Data was collected using the career readiness questionnaire. The questionnaire was administered to the experimental group as a pre-test and post-test measure and was administered to the control group once. Frequency tables and f-tests were utilized to analyse data obtained, it was found that the difference between the pre-test scores and the post-test scores (for the experimental group) were statistically significant and not due to sampling error. The post-test scores were significantly higher than the pre-test scores, it was found that there was no significant difference between the pre-test scores and the control group's scores. It was concluded that career guidance does increase the learners' readiness to make informed career choices.

A dissertation submitted in the Faculty of Education in partial fulfilment of requirements for a Master’s degree in Educational Psychology at the University of Zululand, 2017. / The current study examines the influence of family birth order on the career choices of students at the University of Zululand. The objectives of the study were: • To establish the extent to which family birth order influence students’ career choices. • To determine whether there is a relationship between the students’ characteristics such as age, gender, race and their career choices. Data was collected using both qualitative and quantitative methodology. The convenience sampling was employed in selecting the thirty students for the study. To collect data unstructured, semi-structured interview questions were formulated and a self-administered questionnaire to address objective number two, Interview questions consisted of close-ended and open-ended questions-which were conducted to the students in determining the influence of their family birth order on their career choices. Qualitative data analysis was employed in order to draw conclusion about the influence of the students’ family birth order on their career choices. Research findings led to the following inferences: Family birth order of students has an influence on their career choices. Some students believed that had they been born before or after their original birth order in the family, they would have chosen a different career. Others believed their birth order position had somehow pressured them to choose different a career from what they had always wanted to do. Other students mentioned that even though their birth order was that of a youngest child in the family, they somehow felt the pressure that is said to be expected by the first born in the family; hence they chose careers that were typically assumed by the first-borns. The findings also revealed that some participants chose their careers because their siblings had followed the same career paths and so they felt it was better to pursue similar a career path as their siblings. Age was one of the factors that might have had an influence on their career choices, the students revealed that their age did play a significant role on their career choices, that if it was not for their age they would have chosen their seemingly “dream careers”. The findings revealed that most students felt their race had an influence on their career choices and that they still felt that if they were a different race, more opportunities were going to be offered to them to choose the careers they wanted. The results revealed that there is a gap between career orientation and the students’ career choices. The findings also revealed that there is a need for psycho-career education for students at the university right from before they enroll in their first year. Based on the findings, recommendations for career counseling, psycho-career education, a more active career guidance center were put forward in order to empower students with career guidance and development.

This study endeavoured to establish what influences students to undertake library and information studies. Are prospective students of library and information studies choosing their course and future occupation for the same sorts of reasons as in the past? Are prospective students well informed about their future occupation when they choose a course of study? What is the relative importance of some of the factors influencing their choice? Do metropolitan, regional and isolated students have the same understanding and expectations of their course and future occupation? A study of first year undergraduate students of library and information studies at three universities sought to provide answers to these questions. A quantitative and qualitative comparison of first year undergraduate students of Library and Information Studies at the University of Canberra and a random group from the same University was also undertaken in order to provide some comparative data. The findings showed that reasons for choosing library and information studies have generally not changed as much as one might expect. An interest in books and reading still ranks as a relatively important factor in students' choice, though there is some evidence of an increased interest in career and employment issues. Library and information studies students without an occupational background in the discipline generally have a hazy picture of what is involved in their future occupation and this lack of knowledge is compounded where students are located in regional or isolated areas. Generally most library and information studies respondents expressed a desire to enter 'traditional' workplaces in libraries rather than entering the broader information management field.

Magister Commercii (Industrial Psychology) - MCom(IPS) / Tertiary education is becoming increasingly costly for many students. According to Pieterse (2005), young people can barely afford to make mistakes in their career decisions, as this could cost them too much in time and money. According to Coertse and Schepers (2004), one of the most important decisions adolescents will ever face is choosing what career to pursue. Coertse and Schepers (2004) propose that an adolescent’s career has significant consequences on their identity, values and aspirations. The most efficient way to develop young persons’ abilities, and assist them in realising their true potential, is through the educational and vocational training offered in schools (Lens, Herrera & Lacante, 2004). Many students do not receive proper career guidance at secondary schooling and they find themselves in their final year graduating, and unsure in terms of the career they are going to pursue. Hence, there exists a great need in the South African context for career guidance and for additional research in the levels of career maturity amongst final year undergraduate students. Career maturity has important implications for career development and decision-making practices (Schreuder & Coetzee, 2014). The term career maturity represents a readiness to engage in and the ability to master certain career developmental tasks appropriate to the age and level of an individual (Langley, Du Toit & Herbst, 1996). In previously disadvantaged communities in South Africa, career and educational planning was characterised by under- development, marginalisation, and under-resourcing (Pieterse, 2005). This could negatively impact students’ motivation towards, and perspectives of, their future careers. The present study aimed to assess the career maturity levels among final year students at a tertiary institution. Specifically, how students’ age, gender, stated certainty of career and type of secondary school influenced their career maturity levels. The sample group (N=149) consisted of final year undergraduate students, who were conveniently drawn to voluntarily partake in the research. Participants completed a biographical questionnaire as well as the Career Development Questionnaire (CDQ). Anonymity was ensured and the students were informed that all the information would be treated with strict confidentiality and used only for the stated research purposes. Statistical analyses involved descriptive and inferential statistics (Pearson correlation, T-test and Analysis of variance). The results indicated no significant relationship between the age, stated certainty of career, type of secondary school students attended and their career maturity. However, a significant relationship was found between gender and career maturity.

Though some research exists related to career choices among Appalachian youth, and literature exists which broadly examines choices to pursue engineering degrees, information specifically related to Appalachian students' career choice toward engineering is limited. Engineering typically represents high paying, stable jobs so it is particularly important to understand what attracts students to, or deters them from, engineering careers in the Appalachian region, which is beset by poverty and low representation in higher education. The purpose of this research was to explore what influences students from the Central Appalachian region of Virginia in choosing their career goals, in particular, relative to engineering careers. Therefore, the overarching research question was: How are Central Appalachian high school students influenced as they choose their career goals, especially with respect to engineering? In this qualitative study, I used semi-structured interviews and case study methods, guided by Lent and Brown's Social Cognitive Career Theory, to explore career choice goals of high school participants in Southwest Virginia. The twenty-four high school participants and twelve college engineering student participants represented a diverse sample with respect to school and county demographics. Through thematic coding, the data revealed patterns relative to 1) reasons students chose their career goals, and 2) variation in factors contributing to career goals. Specifically, I identified six high school categories of reasons and only three reasons for college engineering students. High school students' career choice reasons, while related to interests, were largely influenced by critical life events. Additionally, patterns emerged based on whether or not the student was a continuing generation Appalachian (CGA), parent/guardian educational attainment and place of employment, and the location of the high school relative to college resources. This is consistent with previous literature, which points to the importance of parental education and student interests as factors for determining a student's career choice, and STEM literature, which often links interests in math, science, or engineering activities as key influencers. However, this research also revealed that critical life events, a student's family background (First Generation College and CGA), and parental job location are patterned with career goals. / Ph. D.

Magister Artium - MA / The primary aim of the study was to examine factors that influence career choices such as the individual, situational and environmental variables. The study was conducted in the motor retail industry whereby 223 respondents participated in the study by completing the questionnaire. Participants indicated that parents’ or relatives’ advice, association with others in the field, talent, skills and abilities, business opportunities and personal interests as significant influences on their career choices. The participants also identified perceived benefits such as employment security, potential for personal growth and development and opportunity to use skills and abilities as influential factors on career choice. The study also found that in the motor retail industry participants indicated that their gender has influenced their career choice; however educational levels were not seen as an influential factor on career choice. Furthermore, the study also examined participants’ perception of organisational career support with regards to utilisation of career support activities and management’s support for career development purposes. Even though participants indicated that the organisation has exposed them to career support activities, the participants’ use of career support activities were limited to training and mentoring within the organisation or externally to assist them with career development. It is the hope of the researcher that the identified factors influencing career choice and the examination of the organisational career support systems would be helpful to human resources practitioners and career counsellors, in order to assist individuals with career decision making as well as career development within the organisation as well as externally.

Role behaviors for men and women in our society are undergoing change. Research data to reveal student attitudes toward these role behaviors and choices were needed for the -development of strategies to eliminate sex bias and sex stereotyping in our educational programs and ultimately in the socialization process. The purpose of the study was to collect research data to determine Utah high school student attitudes toward women's roles and non-traditional vocational career choices. The survey instrument used to collect the data was constructed, pilot tested, factor analyzed, and revised prior to its administration to the sample. The revised instrument contained 60 attitudinal statements regarding women 's roles and non-traditional vocational career choices and demographic data requests. Instrument reliability was determined on each of the factors using the Guttman Split-half. The Factor I coefficient of reliability was .gl. The reliability coefficient on Factor II was .82 , while the Factor III reliability coefficient was .81. A total of 23 Utah public high schools and 1,454 sophomore students participated in the study. The data were analyzed using Five-way Analysis of Variance and Chi Square programs (Statistical Package for the Social Sciences). The Total Attitudinal Score, based on Women's Roles and Non-Traditional Vocational Career Choices, and three factor scores were the dependent variables analyzed. The factor scores included: Factor I, Women's Place--Women's Roles; Factor II, Sex Role Equity--Equal Treatment; and Factor III, leadership Roles . Comparisons were made on total score and three factor scores based on the five independent variables: Sex (male/female), Religious Commitment (high/low), location of Family Residence (rural/metro), Mother's Employment Status (employed/not employed), and Social Class (middle/working). A significant difference was found between male and female student attitudes for each factor and the total score. On each comparison of the Sex variable, female attitudes toward women's roles and choices were more non-traditional than male attitudes. For comparisons on the Religious Commitment variable, a significant difference was found in attitudes between students of high and low religious commitment on total score and each of the factor scores. Students of low religious commitment held more non-traditional attitudes toward women's roles and choices than students of high religious commitment. A significant difference was found on the location of Family Residence variable for Total Attitudinal Score . Students from metropolitan locations responded more non-traditionally toward women's roles and non-traditional vocational career choices than students from rural locations. Differences in rural and metropolitan student attitudes were not found to be significant for Factor I, Factor II, and Factor III scores. Significant differences in student attitudes were found on the Mother's Employment Status variable on total score and each of the factor scores. Students whose mothers were employed outside the home held more non-traditional attitudes toward women's roles and related career choices than students with homemaker mothers. Findings on the Social Class variable were found to be significant for the Total Attitudinal Score and Factor scores II and III. A significant difference was found in attitudes between students from middle class families and students from working class families. Students from middle class families held more non-traditional attitudes toward roles and related career choices for women than students from working class families. No significant difference was found on the Social Class variable for Factor I.

No description available.

Syftet har varit att genom nyanlända ungdomars berättelser undersöka vilka faktorer som kan ha påverkat deras studie- och yrkesval. För att undersöka detta har livsberättelser använts som metodansats. Halvstrukturerade intervjuer genomfördes med sju nyanlända ungdomar i åldern 19-21 år, som har studerat i hemlandet, flyttat till Sverige och idag studerar på ett nationellt gymnasieprogram. Intervjumaterialet bearbetades och analyserades med hjälp av tematisk innehållsanalys. Resultatet visade att de nyanlända ungdomarna såg positivt på sin framtid och att de studie-och yrkesval som gjorts i hemlandet till viss del fanns kvar. Skolgångens utformning och svårigheter med det svenska språket har dock begränsat ungdomarnas möjligheter till att kunna visa sina kunskaper, något som skulle kunna leda till att aspirationerna förändras, kunskapsutvecklingen stannar upp och studietiden förlängs. / The purpose has been, through young migrants’ stories, to examining the factors that may have affected their study- and career choices. In order to study this, life stories have been used as method approach. Partly structured interviews were conducted with seven young migrants’ ages 19-21 years, who have studied in their home countries, moved to Sweden and today study in a national high school program. Interview material were processed and analyzed with the help of thematic content analysis. The results showed that the young migrants’ felt positive about their futures and that the study and career choices made in their home countries, to some extent, still exist. The schooling system and difficulty with the Swedish language have limited the youths’ possibilities to demonstrate their knowledge, which could lead to that their aspirations may change, their academic development may be impeded and their academic years prolonged.

No description available.