Teacher support for career development: an integrative review and research agenda

2018 ◽  
Vol 23 (2) ◽  
pp. 122-144 ◽  
Author(s):  
Jiahong Zhang ◽  
Mantak Yuen ◽  
Gaowei Chen
Keyword(s):  
High School Students ◽  
Career Development ◽  
Data Collection ◽  
Teacher Support ◽  
Career Guidance ◽  
Development Theory ◽  
Future Research ◽  
School Students ◽  
Cross Sectional ◽  
Content Type

Purpose The purpose of this paper is to review identified key features of teacher support and its influence on students’ career decision making and development. It also examines the types of research approaches to data collection and analysis in order to provide a more in-depth evaluation of this field of study. Design/methodology/approach The review examined 18 studies, the majority being quantitative in design. Cross-sectional and longitudinal effects of teacher support were investigated, and differences in teacher support relative to grade level and gender were considered. Findings Results indicated that since 2000, there has been an increase in the number of empirical studies of teacher support in the career development field, the majority involving middle and high school students. The most commonly cited frameworks that underpin the studies are the social cognitive career theory, the career construction theory and Super’s career development theory. The most frequently used instrument for data collection was the teacher support scale (Metheny et al., 2008). Originality/value The review will be beneficial to researchers, teachers and policy makers seeking to optimize support systems for students’ career development. The findings contribute to further theory development and have practical implications for the career guidance field. Recommendations for future research and practice are suggested.

Cognitive Processes and Creative Lateral Thinking in Students of the Naval School of Peru

2021 ◽  
Vol 19 (5) ◽  
pp. 10-17
Author(s):  
Hector Santa Maria Relaiza ◽  
Doris Fuster-Guillen ◽  
Yolvi Ocana-Fernandez ◽  
Patricia Edith Guillen Aparicio ◽  
Freddy Antonio Ochoa Tataje
Keyword(s):  
High School ◽  
High School Students ◽  
Experimental Design ◽  
Data Collection ◽  
Cognitive Processes ◽  
School Students ◽  
Cross Sectional ◽  
Probabilistic Sampling ◽  
The Individual ◽  
Lateral Thinking

The present research focused on identifying the influence of cognitive processes in the creative lateral thinking of high school students. The work was developed under the positivist paradigm; it was classified as basic, of explanatory level, with quantitative approach, non-experimental design and cross-sectional. The sample, calculated through probabilistic sampling, consisted of 221 students. Two data collection instruments were used: the cognitive processes questionnaire and the lateral thinking questionnaire, which were subjected to content validity by expert judgment and reliability and internal consistency analysis by Cronbach's alpha, reaching values of 0.908 and 0.802, respectively. The analysis of verification by Spearman's rho obtained was 0.762, which determined the significant influence between cognitive processes and lateral thinking. It was concluded that, if procedures and actions that lead to the acquisition of knowledge in a constructive way and by discovery are practiced, creative and perceptive lateral thinking would be developed; then the individual would exhibit imagination and creative behaviors.

Risk factors in adolescents’ involvement in violent behaviours

2015 ◽  
Vol 7 (1) ◽  
pp. 2-18 ◽  
Author(s):  
Sarah Baxendale ◽  
Leanne Lester ◽  
Robyn Johnston ◽  
Donna Cross
Keyword(s):  
Risk Factors ◽  
Physical Violence ◽  
Small Sample Size ◽  
Small Sample ◽  
Future Research ◽  
School Students ◽  
Cross Sectional ◽  
Violent Media ◽  
Content Type ◽  
Factors Associated

Purpose – The purpose of this paper is to examine risk factors associated with Western Australian secondary school students’ involvement in violence-related behaviours. Design/methodology/approach – This cross-sectional study examined data collected using an anonymous self-completion questionnaire from 542 school students aged 13-17 years. The questionnaire measured risk factors associated with being a perpetrator and/or victim of violence-related behaviours. Findings – Gender was significantly associated with being a victim and perpetrator of violence-related behaviours. Males were significantly more likely than females to be a victim of threatening and physical violence at school, and to be a perpetrator of physical violence at school and in the community. Males were significantly more likely than females to watch violent media, with exposure to violent media associated with physically hurting someone at school. Students involved in greater acts of animal cruelty had increased odds of being involved in all forms of the violence measured. Research limitations/implications – Limitations such as the cross-sectional nature of the study and the small sample size are noted, along with suggestions for future research. Practical implications – Implications of the research for practitioners working with adolescents, with a particular focus on the school setting, are discussed. Originality/value – Most previously published research on adolescent involvement in violence has been conducted outside Australia, and as such, may not be directly applicable to the experiences of young people in Western Australia.

Emotional empathy mediates the relationship between personality traits and coping strategies in orphan and non-orphan students

2019 ◽  
Vol 12 (2) ◽  
pp. 163-176
Author(s):  
Muhammad Aqeel ◽  
Rafia Komal ◽  
Tanvir Akhtar
Keyword(s):  
High School Students ◽  
Personality Traits ◽  
Coping Strategies ◽  
School Students ◽  
Emotional Empathy ◽  
Cross Sectional ◽  
Content Type ◽  
Interpersonal Factors ◽  
And Coping ◽  
Experimental Researches

Purpose The purpose of this paper is to inspect the potential mediation pathways among emotional empathy, personality traits and coping strategies in orphan and non-orphan students. Additionally, it designed to investigate the association of coping strategies with emotional empathy and personality traits. Design/methodology/approach Purposive sampling technique and cross-sectional design were employed in current study. The data of 130 adolescents (institutionalized orphans, n= 62; school students, n=68) were included from different high schools and orphanages of Rawalpindi and Islamabad, Pakistan, in 2017. Three instruments, emotional empathy scale (Mehrabian and Epstein, 1972; Shazia, 2004), coping of problem experience (Carver, 1989; Akhtar, 2005), and Eysenck personality questionnaire (Naqvi and Kamal, 2010; Eysenck, 1964; Eysenck and Eysenck, 1994), were employed to measure personality traits, emotional empathy and coping strategies in orphan and non-orphan students. Findings Mediation analyses illustrated that personality traits relegated active avoidance coping strategy through emotional empathy in orphan students. On contrary, the study findings demonstrated that neurotic personality promoted positive coping strategy through emotional empathy in non-orphan students. Research limitations/implications The methodological limitations of this study are that the sample is of 130 participants that limits the generalizability of its results; furthermore, it was done on only the male orphans students of only one institute. Further research can be done on different orphanages to enhance the generalizability of results. This study included orphan and non-orphan students from the two cities of Pakistan; consequently, its findings may not be generalizable to the whole population. In the future, cross-sectional and experimental researches working with more assorted data could help elucidate the mechanisms by which interpersonal factors affect and stimulate coping strategies in orphans and high school students. Practical implications This paper exposes a number of ways for upcoming future studies. This study findings can be employed to enhance knowledge and offer assistance for orphans, on how to identify and get help from coping resources to tackle various problems and how to build new psychological preventions and interventions strategies in the Pakistani society. There still exists a need to find out the effect of emotion, empathy on personality types in relation to different environmental conditions. The findings have implications for pedagogical intervention as such improvements can be initiated in the pedagogical context. Social implications This study comprised only orphan and non-orphan students from two twin cities of Pakistan; consequently, its findings may not be applicable to the whole population. In future, cross-sectional and experimental researches with more assorted data will assist clarify the mechanism that interpersonal factors affect and stimulate coping strategies in high school students. Originality/value Study findings proposed that coping strategies can be promoted by interpersonal factors such as personality traits and empathy to tackle different orphan’s psychological problem in various negative situation.

scholarly journals Evaluation Of Career Guidance Program In Vocational High School

2018 ◽  
Vol 42 ◽  
pp. 00093
Author(s):  
Sri Tutur Martaningsih
Keyword(s):  
High School ◽  
High School Students ◽  
Career Development ◽  
Career Counseling ◽  
Career Success ◽  
Career Guidance ◽  
Development Stage ◽  
Vocational High School ◽  
School Students ◽  
Guidance Program

Career success is the achievement and self-actualization of the individual in his chosen career path. Understanding self-potentials and self-weaknesses, choice suitability, readiness and decisions, and understanding career development are expected to support individual career success. Facilitating the preparation of individual career development needs to be pursued for individual careers optimal development to benefit themselves and many others. Vocational high school students armed with relevant job competences, prepared for working after graduation. On the other hand, vocational high school graduates are still in their adolescent age with the development stage of search for identity, not yet thinking about career, so they needed more intensive career insight briefing through career guidance. Career guidance in vocational high school should be able to build students’ career readiness, and the maturity in their adolescent age which is relatively unstable in their socio-emotional. This review of career guidance program evaluation is conducted qualitatively through surveys, interviews and leiterature studies to provide an overview of evaluation program and its relevance to the necessity. Understanding the quality, weaknesses, obstacles to service implementation, and potential utilization are expected to improve career guidance effectiveness services in vocational high school. An evaluation on the overall career guidance program, will provide feedback for ongoing improvement. Various evaluation models are available, it needs to be selected about the relevance to the career counseling program characteristics, so that evaluation feedback is more optimal.

Academic-related stress among private secondary school students in India

2014 ◽  
Vol 3 (2) ◽  
pp. 118-134 ◽  
Author(s):  
Sibnath Deb ◽  
Esben Strodl ◽  
Jiandong Sun
Keyword(s):  
High School Students ◽  
Secondary School ◽  
Secondary School Students ◽  
Sampling Technique ◽  
Academic Stress ◽  
Future Research ◽  
School Students ◽  
Related Factors ◽  
Content Type ◽  
Exam Anxiety

Purpose – The purpose of this paper is to examine the prevalence of academic stress and exam anxiety among private secondary school students in India as well as the associations with socio-economic and study-related factors. Design/methodology/approach – Participants were 400 adolescent students (52 percent male) from five private secondary schools in Kolkata who were studying in grades 10 and 12. Participants were selected using a multi-stage sampling technique and were assessed using a study-specific questionnaire. Findings – Findings revealed that 35 and 37 percent reported high or very high levels of academic stress and exam anxiety respectively. All students reported high levels of academic stress, but those who had lower grades reported higher levels of stress than those with higher grades. Students who engaged in extra-curricula activities were more likely to report exam anxiety than those who did not engage in extra-curricula activities. Practical implications – Private high school students in India report high levels of academic stress and exam anxiety. As such there is a need to develop effective interventions to help these students better manage their stress and anxiety. Originality/value – This is the first study the authors are aware of that explores the academic stress levels of private secondary school students in India. The study identifies factors that may be associated with the experience of high levels of stress that need to be explored further in future research.

scholarly journals Candidates from wealthy homes or urban areas are more advantageously positioned to qualify for medical school in Japan.

2021 ◽  
Author(s):  
Junji Otaki ◽  
Kikuko Taketomi ◽  
Machiko Shibahara ◽  
Yoko Watanabe ◽  
Shizuko Nagata‐Kobayashi ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Medical School ◽  
Urban Areas ◽  
Career Guidance ◽  
Cross Sectional Survey ◽  
School Students ◽  
Medical Department ◽  
Cross Sectional ◽  
Arduous Task

BackgroundDetermining the bracket of the economic situation to enroll in a medical school in Japan is an arduous task for medical schools and educational administrations.Methods and FindingsA nationwide cross-sectional survey was utilized with an original questionnaire to identify factors advantageous for high school students seeking admission in a medical school. We sent a letter and questionnaire to the teachers in charge of career guidance at 1,746 high schools in Japan.A total of 1,094 responses were obtained. Of them, 66.8% responded affirmatively to the statement, "It is difficult for students in economically disadvantaged families to enroll in medical school," while 42.0% responded affirmatively to: "Some students gave up on going to medical school because they could not afford it," and 61.9% responded affirmatively that "students living in urban areas are more likely to go on to a medical department."ConclusionsMany high school teachers in Japan believe that students from wealthy families and those living in urban areas have an advantage in advancing to medical school. Consequently, many high school students give up on going to medical school for financial reasons.

scholarly journals Spanning information behaviour across the stages of a learning task

2014 ◽  
Vol 70 (6) ◽  
pp. 1076-1097 ◽  
Author(s):  
Jannica Heinström ◽  
Eero Sormunen ◽  
Sarita Kaunisto-Laine
Keyword(s):  
High School Students ◽  
Information Use ◽  
Future Research ◽  
Task Completion ◽  
Information Need ◽  
School Students ◽  
Content Type ◽  
Information Behaviour ◽  
Related Information ◽  
Individual Traits

Purpose – The purpose of this paper is to explore the role of personality (intellectual curiosity, conscientiousness and negative emotionality) and approach to studying (deep, strategic and surface) on students’ learning-related information behaviour in inquiry tasks. Design/methodology/approach – Data were collected from 219 senior high school students with the use of three questionnaires. Findings – The findings showed that students’ individual traits influenced different aspects of their learning-related information behaviour from information need to information use. Research limitations/implications – The results were based on survey data. Reliability issues with the scales are discussed. In future research qualitative data would enrich the understanding of the phenomena. Practical implications – The results are informative for teachers and librarians who guide students in inquiry tasks. Originality/value – The study spanned learning-related information behaviour across the whole inquiry process: from task construction through task performance to task completion. The findings showed that individual traits were particularly influential at the task completion stage, that is on information use.

The Roles of Family and Teacher Support in Moderating and Mediating Externalized and Internalized Outcomes of Exposure to Community Violence Among Arab and Jewish Adolescents in Israel

2018 ◽  
Vol 62 (14) ◽  
pp. 4465-4488 ◽  
Author(s):  
Muhammad M. Haj-Yahia ◽  
Becky Leshem ◽  
Neil B. Guterman
Keyword(s):  
High School Students ◽  
Family Support ◽  
Community Violence ◽  
Teacher Support ◽  
Family Care ◽  
Family Intervention ◽  
Future Research ◽  
School Students ◽  
Exposure To Community Violence ◽  
Jewish Adolescents

The study examined family and teacher support as factors that can protect adolescents from internalized and externalized problems after exposure to community violence (ECV). Self-administered questionnaires were filled out by a sample of 1,832 Arab and Jewish Israeli high school students. The Arab adolescents reported significantly higher levels of community violence victimization, internalized problems, externalized problems, family support, and teacher support than the Jewish adolescents. The girls reported higher levels of internalized problems, and the boys reported higher levels of externalized problems. ECV predicted high levels of internalized and externalized problems, family support predicted low levels of internalized and externalized problems, and teacher support had no predictive role. Path analysis confirmed the significance of the relationships between ECV effects, support variables, and gender. The limitations of the study and implications of the findings for future research and for the development of family care and family intervention programs are discussed.

scholarly journals Empowering Processes of a Countywide Arts Intervention for High School Youth

2017 ◽  
Vol 12 (2) ◽  
pp. 21-40 ◽  
Author(s):  
Brad Forenza
Keyword(s):  
High School ◽  
High School Students ◽  
Intervention Program ◽  
Future Research ◽  
School Students ◽  
Cross Sectional ◽  
Policy Practice ◽  
Organizational Empowerment ◽  
Depth Interviews ◽  
School Youth

Arts interventions allow young people to address social problems and oppressive forces that impact their lives. Much research has explained the theory behind arts interventions; less has explored the organizational characteristics that may facilitate empowering processes for intervention consumers. The aim of this research is to contextualize dimensions of organizational empowerment in the context of a countywide arts intervention program. Retrospective, cross-sectional, in-depth interviews were conducted with 10 primary consumers of a countywide arts intervention for high school students. Directed content analysis of the interview data revealed ten emergent themes that transcended the data inductively. Findings support and extend our current understanding of organizational empowerment, as it relates to a countywide arts intervention program. Implications for policy, practice, and future research are discussed.

scholarly journals The Influence of Self-Esteem and Peer Pressure on Career Choice of Adolescents in Greater Accra, Ghana

2021 ◽  
Vol 8 (4) ◽  
pp. 86-94
Author(s):  
Peter Worlanyo Abomah
Keyword(s):  
High School Students ◽  
Career Choice ◽  
Career Guidance ◽  
Peer Pressure ◽  
Simple Random Sampling ◽  
Self Esteem ◽  
Cluster Sampling ◽  
School Students ◽  
Cross Sectional ◽  
The Relationship

The study examined the influence of self-esteem and Peer pressure on the career choice of adolescents. The purpose was to determine the relationship between Peer pressure and career choice, the relationship between self-esteem and career choice, and compare the influence of self-esteem and Peer pressure on adolescent boys and girls. Cross-sectional and descriptive was the research design. Cluster sampling was used to select four schools, and stratified proportional, and simple random sampling was used to select 200 respondents. Rosenberg self-esteem, Peer pressure, and career decision scales were used to collect data from 200 Senior High School students in selected schools in the Greater Accra region Ghana. Pearson’s correlation and regression analysis were the statistical tools for the analysis of data. The results indicate that self-esteem positively correlates with the career choice of adolescents. Peer pressure positively correlates career choices of adolescents. There is no gender differences in Peer pressure and career choice of adolescents. Challenges of career choice among adolescents include the lack of career guidance, the influence of family, general indecisiveness, the desire to pursue a career that earns much, and the opinion of their peer concerning career choice.

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