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Career maturity and career guidance needs of students in a secondary school
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Type
Thesis
Abstract
This study attempted to provide a better understanding of the career development and career guidance needs of students in a Singapore secondary school. The influences of age/grade level, gender, academic ability, socioeconomic status and parental examined. The relationship between career maturity and career guidance needs was investigated; and the best independent predictors of career maturity and career guidance needs were also determined.
Using a cross-sectional design and a stratified random sampling technique based on grade level, gender and academic ability, a sample of 521 students was drawn from a secondary school; and a purposive sampling technique was used to obtain sub-samples for the SES and parental influence variables. Data were collected using a General Information Questionnaire, the Career Development Inventory - Australian version and a Career Problem Checklist. The students responded to the three instruments in one sitting.
Results of this study revealed a prototypic pattern of progressive increase in career maturity by grade level. Significant differences in career maturity were observed between the upper and lower secondary students. Although no significant differences in the overall maturity of students were observed for the gender and academic ability variables, it was found that female students were more mature in the cognitive aspect of career development whereas male students were more mature in the attitudinal aspect. Also, students of lower academic ability were significantly less mature in the cognitive aspect of career development but not in the attitudinal aspect. Results also suggested a positive effect of high SES and parental influence on the career development of students.
In terms of career guidance needs, significant results were obtained for the SES and parental influence variables. Students of a more favourable SES background or those who had been exposed to greater parental influence in their career planning, had less career guidance needs.
A link between career maturity and career guidance needs was also established. Students who were more career mature had less career guidance needs. The independent variables of grade level and parental influence were found to be important predictors of career maturity. On the other hand, SES and parental influence variables were found to be the best predictors of career guidance needs.
With an insight into these factors which may either aid or hinder the career development of students, implications for the planning and implementation of comprehensive career guidance programmes in schools were discussed and suggestions made.
Using a cross-sectional design and a stratified random sampling technique based on grade level, gender and academic ability, a sample of 521 students was drawn from a secondary school; and a purposive sampling technique was used to obtain sub-samples for the SES and parental influence variables. Data were collected using a General Information Questionnaire, the Career Development Inventory - Australian version and a Career Problem Checklist. The students responded to the three instruments in one sitting.
Results of this study revealed a prototypic pattern of progressive increase in career maturity by grade level. Significant differences in career maturity were observed between the upper and lower secondary students. Although no significant differences in the overall maturity of students were observed for the gender and academic ability variables, it was found that female students were more mature in the cognitive aspect of career development whereas male students were more mature in the attitudinal aspect. Also, students of lower academic ability were significantly less mature in the cognitive aspect of career development but not in the attitudinal aspect. Results also suggested a positive effect of high SES and parental influence on the career development of students.
In terms of career guidance needs, significant results were obtained for the SES and parental influence variables. Students of a more favourable SES background or those who had been exposed to greater parental influence in their career planning, had less career guidance needs.
A link between career maturity and career guidance needs was also established. Students who were more career mature had less career guidance needs. The independent variables of grade level and parental influence were found to be important predictors of career maturity. On the other hand, SES and parental influence variables were found to be the best predictors of career guidance needs.
With an insight into these factors which may either aid or hinder the career development of students, implications for the planning and implementation of comprehensive career guidance programmes in schools were discussed and suggestions made.
Date Issued
1990
Call Number
HF5382.5.S5 Che
Date Submitted
1990