Analysis of the Influencing Factor of Vocational Education Students Career Decisions

Pemilihan karier merupakan pengambilan keputusan siswa atas dasar pemahaman potensi. Beberapa masalah lulusan sekolah kejuruan saat ini termasuk kurangnya kemampuan pengetahuan (potensi) diri; belum dapat memutuskan rencana setelah lulus, apakah bekerja, kuliah, atau wiraswasta; kekurangan pemahaman jenis pekerjaan; belum mampu menggabungkan potensi pekerjaan yang akan dipilih; dan belum bisa merencanakan kariernya. Penelitian ini bertujuan untuk mengetahui pengaruh efikasi diri, konsep diri, kematangan karir, kematangan vokasional dan orientasi karir siswa SMK dalam pengambilan keputusan karir. Teknik pengambilan sampel yang digunakan adalah probability sampling. Subjek penelitian ini adalah siswa kelas XI dan XII SMK di Sumatera, Jawa Tengah dan Yogyakarta. Teknik analisis data uji regresi berganda untuk mengetahui hubungan antara variabel bebas dan variabel terikat. Hasil penelitian menunjukkan bahwa terdapat pengaruh positif dan signifikan antara efikasi diri karir, konsep diri, kematangan karir, kematangan vokasional dan orientasi karir siswa SMK dalam pengambilan keputusan karir sebesar 20,3%. Berdasarkan penelitian yang telah dilakukan, pilihan karier siswa adalah dampak yang diberikan terhadap wawasan karier. BK dan BKK diharapkan mampu mengoptimalkan pelayanannya terkait mengenai berbagai informasi tentang dunia kerja, jumlah peluang kerja dan kualifikasi yang dibutuhkan untuk berbagai macam jenis profesi yang ada, sehingga siswa dapat menentukan pilihan karirnya secara mandiri. Career selection is a student's decision-making on the basis of understanding potential. Some of the problems of current vocational school graduates include lack of self-knowledge; not being able to decide after graduation, whether to work, study, or self-employed; lack of understanding of work; not being able to combine potential the job to be chosen; and have not been able to plan their career. The research aims to determine the effect of self-efficacy, self-concept, career maturity, vocational maturity, and career orientation of vocational students in making career decisions. The sampling technique used is probability sampling. The research subjects were students of Vocational High School classes XI and XII in Sumatra, Central Java, and Yogyakarta. The regression test data analysis techniques to determine the correlation between the independent variables and the dependent variable. The results showed that there was a positive and significant influence between career self-efficacy, self-concept, career maturity, vocational maturity, and career orientation of vocational students in career decision-making of 20.3%. Based on the research that has been done, students' career choice is the impact given to career spirit. BK and BKK are expected to be able to optimize their services related to various world information, the number of job opportunities, and qualifications needed for various professions, so that students can make independent choices.

Kematangan vokasional dengan kecemasan dalam menghadapi dunia kerja pada mahasiswa tingkat akhir

The dynamics of problems faced by final year students do not only affect academic achievement but also anxiety in facing the future world of work. University graduates tend to experience career anxiety due to a lack of competence and minimum knowledge of career-related information. This study aims to determine the relationship between vocational maturity and anxiety in dealing with the world of work in final year students, using a correlational quantitative approach. The sample used in the study amounted to 154 people with the criteria of students currently working on their thesis and aged 21-24 years, while the sampling method used accidental sampling technique. The measuring instruments used in this study were the Indonesian Career Adapt-Abilities Scale and the Career Anxiety Scale. Analysis of research data was using Pearson product moment correlation analysis. The results showed that there was a significant negative relationship between vocational maturity and anxiety in facing the world of work in final year students. Keywords: Anxiety in facing the world of work, early adulthood, final year students, vocational maturity

ОСОБИСТІСНО-ПРОФЕСІЙНА ЗРІЛІСТЬ ЯК ПСИХОЛОГІЧНА УМОВА ФОРМУВАННЯ КОМУНІКАТИВНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНЬОГО ЛОГОПЕДА

Статтю присвячено дослідженню особистісно-професійної зрілості майбутнього логопеда як психологічної умови формування комунікативної компетентності. Проаналізовано наукові підходи до вивчення понять «зрілість», «особистісна зрілість», «професійна зрілість», «комунікативна компетентність» та її структуру. З’ясовано, що особистісна та професійна зрілість є складовими особистісно-професійної зрілості майбутнього фахівця, який володіє визначеною життєвою та громадянською позицією, здатний до прийняття себе та безумовного прийняття інших, може швидко адаптуватися до вимог професії та суспільства, прагне самореалізації та професійного зростання. Для вирішення мети та поставлених завдань було використано теоретичні (аналіз, порівняння та систематизація психологічних джерел), емпіричні (тестування, психолого-педагогічний експеримент) та математичні (c2-критерій Пірсона, коефіцієнт кореляції Спірмена) методи дослідження. Для вивчення особливостей розвитку компонентів комунікативної компетентності та визначення особистісно-професійної зрілості як психологічної умови її формування було використано комплекс взаємодоповнюючих психодіагностичних методик. Виявлено психологічні особливості розвитку структурних компонентів комунікативної компетентності майбутнього логопеда, визначено її рівні розвитку. Теоретично визначено та експериментально перевірено психологічну умову її формування – особистісно-професійну зрілість. Зафіксовано наявність позитивного кореляційного зв’язку між рівнями розвитку комунікативної компетентності та особистісно-професійною зрілістю, що є свідченням її позитивного впливу на формування комунікативної компетентності. Впродовж навчання у закладі вищої освіти комунікативна компетентність майбутнього логопеда розвивається недостатньо, а умовою її підвищення є особистісно-професійна зрілість як характеристика особистості. Література Гильбух, Ю.З. (1995). Тест-опросник личностной зрелости: пособие. Киев : НПЦ Перспектива. Дідик, Н.М. (2014). Феномен особистісної зрілості в інтерпретації українських дослідників. Молодий вчений, 1,128–131. Долинська, Л. (2019). Особистісна зрілість як чинник формування психологічної культури майбутнього фахівця. Збірник наукових праць «Проблеми сучасної психології», 16, 285– https://doi.org/10.32626/2227-6246.2012-16.%p. Дружилов, С.А. (2003). Психология профессионализма человека: интегративный поход. Журнал прикладной психологи, 4–5, 35–42. Немов, P.C. (1995). Общие основы психологии: учеб.пособие. Москва : Просвещение: ВЛАДОС. Петровский, А.В., & Ярошевский, М.Я. (1990). Психология: словарь. Москва : Политиздат. Реан, А.А. (1999). Психология изучения личности: учебн. пособ. Санкт-Петербург : Изд-во Михайлова В.А. Темрук, О.В. (2005). Особливості розвитку особистісної зрілості майбутнього вчителя на початковому етапі професійної підготовки. Науковий часопис НПУ імені М.П. Драгоманова. Серія 12: Психологічні науки, 4(28), 116-122. Цина, В. (2014). Сутність, структура, особливості особистісно‐професійної зрілості майбутнього вчителя. Витоки педагогічної майстерності, 14, 305–310. Штепа, О.С. (2004). Пропріум зрілої особистості. Практична психологія та соціальна робота, 2, 26-35. Coban, A.S. (2005). Predictor of levels of vocational maturity of high school students study some of the variables. Journal of Inonu University Faculty of Education, 6(10), 39-54. Greene, J. (2016). Communication skill and competence. Oxford Res Encyclop Comm. doi:10.1093/acrefore/9780190228613.013.158.

Development of Vocational Maturity in University Students with Disabilities to Access, Obtain an Internship and Complete University Studies

In recent years, there has been a considerable increase in the number of university students with disabilities in Spain, as in other countries. Access to and completion of studies in higher education has been identified as a factor that improves the educational and labor inclusion of these people. However, this group of students faces difficulties in completing their studies, as they encounter problems in carrying out their internships, which is an obligatory element of many degrees. Our quantitative research study presents the results of the Generating Professional Skills (GPS) program for the development of vocational maturity based on training itineraries, carried out by the University Unit of Attention to People with Disability. The main results show an increase in vocational maturity and position tutoring as a fundamental part of the educational inclusion process, as well as a key role of the support services for those with disabilities to experience a more inclusive and quality education, thus aligning with objective 4 of the 2030 Sustainable Development Goals. SDG. The information collected allows us to conclude that these programs increase the vocational maturity and the knowledge and competencies of students with disabilities and, therefore, are key elements for the success in accessing and obtaining internships and for the successful completion of their studies.

Vocational Education Transformation Toward Maturity and Business Motivation

Indonesia must be ready to face the Asia Pacific 2020 free market. One thing that the authors focus on in this paper is that creative, dynamic and ready to compete human resources, reform and transformation and development in the field of vocational education (vocational) is wrong one author's opinion in this paper. Vocational education (vocational) is one of the solutions to improving Indonesia's Human Resources, because vocational education creates people who are ready to work in the field of work that is available on the field nationally and internationally and has the ability to open new jobs. The embodiment of creative human resources is the responsibility of education, especially vocational education, especially in preparing students to become subjects whose role is to showcase their strong, creative, independent, and professional excellence in their respective fields. This is because education is a process of humanizing humanity in the sense of actualizing all of its potentials into abilities that can be utilized in their daily lives in the wider community. One aspect that must be improved in vocational education is the management of education including teaching staff, in addition to facilities and infrastructure. This is very important to do with the aim that students have a vocational maturity and foster mental development or entrepreneurship motivation. Vocational education not only instills concepts, but rather focuses on understanding and work processes, therefore, for the advancement of vocational education, the potential of teaching staff and the completeness of facilities and infrastructure must be the main factors that must be reformed.

A Cases Relationship Between Internal Locus Control and Vocational Maturity Among Students in Medan, Indonesia

Nowadays, education is an unseperatble part of indivudials’ career succesfull. Vocational schools play an important role to increasing the chance to individuals get a future bright of their career life. The paper shows an effort to explain the relationship between internal locus of control with vocational maturity among vocational students in Medan, Indonesia. A total of 115 respondents were selected from 460 of total population in a public vocational school. Data were collected through a survey among the participants manually and the research employs the Pearson Correlation to analyze the data and test the hypothesis. Result pointed out that correlation coefficient rxy = 0,562 with p value = 0.000 (p <0,050). In summary, the internal locus of control as the independent variable has a relationship with the vocational maturity.

Opening the Doors to STEM Employment Opportunities for Rural Youth

Guiding rural students on the path towards a STEM career requires a tripartite approach that addresses career decidedness, career thoughts, and vocational maturity. The authors provide an overview of a guided career exploration model employed by Project Engage. Through guided career exploration, rural students are introduced to the multitude of career possibilities in STEM as well as the knowledge and skills needed for those careers. Additionally, this chapter reviews the outreach component of Project Engage. Outreach to students from local high schools serves both as a recruitment tool and as a means to motivate rural students to pursue STEM as a college major. Finally, the authors present data from surveys regarding the effectiveness of the outreach activities on engaging high school students in STEM.

Perspectiva aptitudinal-vocacional de bachilleres de la región capital de Venezuela: Prueba diagnóstica aptitudinal-vocacional de la Universidad Nacional Experimental de la Fuerza Armada (caso de estudio)

This paper presents the findings of a comparative study which contrasts the assessment of aptitudinal and vocational profiles of secondary school graduate students with national average results; the selected students were taking the induction course at the National Experimental University of the Armed Forces (UNEFA), given in Eastern Miranda (Guarenas-Guatire), Western Miranda (Ocumare del Tuy, Los Teques, and Santa Teresa del Tuy), and Vargas State. For each location, those results are hierarchically presented in the following way: Verbal ability, numeric ability and logic-abstract knowledge. The vocational level, on the other hand, was measured with a psychometric test related to six dimensions or strengths: knowledge, courage, value, humanity, justice, temperance and level-headedness of character of the subjects in study. Thus, once the aptitudinal and vocational profiles assessment of the population, that took the diagnostic test, was consolidated, results were automatically compared with the profile criteria of the careers offered by UNEFA. By means of the percentage variance formula, it was found that the secondary school graduates of Caracas and Vargas showed an aptitudinal-vocational maturity significantly higher than those in Miranda regions and the national average results. This differed from the results obtained by the secondary school graduate students of Miranda regions whose results were lower than in relation to the national average.