The Appropriateness of Super's Career Theory among Black South Africans

1998 ◽  
Vol 28 (1) ◽  
pp. 40-43 ◽  
Author(s):  
Graham B. Stead ◽  
Mark B. Watson
Keyword(s):  
Decision Making ◽  
Developmental Stages ◽  
Career Maturity ◽  
Career Decision ◽  
The Self ◽  
Self Concept ◽  
Career Decision Making ◽  
Career Theory ◽  
South Africans ◽  
Black South Africans

The appropriateness of Super's career theory among black South Africans is discussed in terms of developmental stages, the self-concept, career maturity, and career decision-making. Suggestions are provided as to how these constructs may need to be re-evaluated and thus become more meaningful to career counsellors and researchers.

Understanding the Career Development of Underprepared College Students

2016 ◽  
Vol 19 (4) ◽  
pp. 452-469 ◽  
Author(s):  
Amber N. Hughes ◽  
Melinda M. Gibbons
Keyword(s):  
College Students ◽  
Decision Making ◽  
Locus Of Control ◽  
Career Development ◽  
Self Efficacy ◽  
Career Decision ◽  
Family Influence ◽  
Career Decision Making ◽  
Career Theory ◽  
Underprepared College Students

The purpose of this study was to examine the career development of underprepared college students using relational career theory. Specifically, the constructs of family influence, locus of control, and career decision-making self-efficacy were explored as they relate to perceived success in college. Significant correlations between external locus of control and family expectations, financial support, and values and beliefs were found indicating that greater family influence is related to external control. Additionally, higher levels of career decision-making self-efficacy were related to internal locus of control and informational support from family. These findings support previous research as well as theorized relational career theory connections.

scholarly journals Relationship of Academic Performance and Academic Self-Concept with Career Decision-Making among UPM Undergraduate Students

2021 ◽  
Vol 17 (2) ◽  
pp. 50
Author(s):  
Siti Nadhirah Mohd Zaini ◽  
Ahmad Aizuddin Md Rami ◽  
Nurazidawati Mohamad Arsad ◽  
Mohd Ashraff Mohd Anuar
Keyword(s):  
Decision Making ◽  
Academic Performance ◽  
Undergraduate Students ◽  
Career Paths ◽  
Structural Equation ◽  
Career Decision ◽  
Self Concept ◽  
Cluster Sampling ◽  
Career Decision Making ◽  
Grade Point

Abstract: Choosing the right career paths relevant to their future is probably one of the most challenging decisions confronting the majority of adolescents. Hence, recognition of the factors affecting students’ career decisions is more important than ever. This study aimed to investigate the effects of academic performance and academic self-concept in relation to career decision-making among UPM undergraduate students. A quantitative research design using a questionnaire was utilised. The questionnaire, one touching on academic self-concept and the other on career decision-making, was disseminated to the respondents via emails and through social network services in the form of Google Forms. For data on academic performance, the researcher based it on the students’ current Cumulative Grade Point Average (CGPA) results. The Multi-stage cluster sampling method was employed to a total of 171 final-year undergraduates from Universiti Putra Malaysia (UPM). The data were analysed using SmartPLS 3. The result of partial least squares structural equation modelling (PLS-SEM) revealed that the students’ academic self-concept directly and significantly affects their career decision-making. However, there is no direct relationship between academic performance and career decision-making. This study found that developing students’ academic self-concept can assist them to decide on their career paths.   Keywords: Academic achievement, Academic self-concept, Career choice, Higher education

Career Decision-Making Self-Efficacy of South African High School Boys and Girls

2004 ◽  
Vol 94 (2) ◽  
pp. 694-696 ◽  
Author(s):  
Mark C. Eaton ◽  
Mark B. Watson ◽  
Cheryl D. Foxcroft ◽  
Wendy Patton
Keyword(s):  
High School ◽  
Decision Making ◽  
South African ◽  
Self Efficacy ◽  
Social Cognitive Career Theory ◽  
Social Cognitive ◽  
Career Decision ◽  
Career Decision Making ◽  
Career Theory ◽  
Social Cognitive Career

Social cognitive career theory suggests that males and females may not differ in career decision-making self-efficacy, but this statement requires extension of research to high school samples. The Career Decision-making Self-efficacy Scale–Short Form was administered to white South African high school students in Grades 9 to 11, of whom 368 were boys and 494 girls. No significant sex differences were found, suggesting that career interventions based on social cognitive career theory in high school need not be sex-specific in content.

scholarly journals Factors Influencing Career Decision-Making among Tenth grade students in South Batina Governorate

2015 ◽  
Vol 6 (2) ◽  
pp. 15
Author(s):  
Mohammed Nasser Al-Saqri ◽  
Hafida Suliman Al Brashdiah
Keyword(s):  
Decision Making ◽  
Social Factors ◽  
Self Efficacy ◽  
Career Decision ◽  
The Self ◽  
Career Decision Making ◽  
School Factors ◽  
Tenth Graders ◽  
Factors Influencing ◽  
Tenth Grade

The purpose of the present study was to investigate factors that influence the career decision-making of tenth graders in the South-Batina governorate and the extent of influence of each, in addition to the effect of gender, level of achievement, field of specialty, and parents educational level variables on those factors. A quantitative method approach was used for data collection. A questionnaire of career decision-making factors was applied to a random cluster sample of (350) tenth grade students (52.3% male, and 47.7% female). Factor analysis yielded three subscales for self-efficacy, family and social factors, and school factors. The results of the study indicate that first school factors, then self-efficacy, and finally family and social factors reported high levels of influence on the career decisions made by tenth graders. The independent samples t-Test revealed that the self-efficacy and school factors influence female students. Moreover, the results show that the self-efficacy and school factors are mainly influencing the science students. The One-Way ANOVA Test revealed significant differences in self-efficacy related to the achievement level, favouring students with high achievement. The results also show significant differences in both school factors influencing low achievement students and the self-efficacy factor favouring parents with higher education. 

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