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The influence of role models on the professional self concept and career development of medical doctors by Jessica Anne S. Albaniel, Bernardine Anne I. Lacsamana, Stefanie Marie Therese B. Padilla.
Call Number: TU15649
Publication Date: 2011
"This research investigated the characteristics that medical doctors in the early career stage sought in their role models as well as their role models' influences on their professional self-concept and career development. This research emphasized the impact a role model has on the medical doctor, including how the role model or role models are selected and in what ways they have contributed to the shaping of the professional self concept and career development of the individual. Through a series of in-depth interviews, this research identified particular attributes medical doctors sought out in their role models that addressed the seekers' needs at present, and enumerated ways in which their role models influenced their careers such as professional growth and a source of support through their challenging endeavors."
Older sibling relationship components and social styles of career decision-making of DLSU freshmen students by Ancheta, Kevin Lawrence M., See, Justine Joyce Tan.
Call Number: TU15807
Publication Date: 2010
"The purpose of our study was to find out if the components of Older Sibling Relationships namely, Affect, Behaviour and Cognition would be significant predictors for the social dimensions of Career Decision Making styles which are Consultation with others, Desire to Please Others and Dependence on Others. The Lifespan Sibling Relationship Scale (LSRS) and the revised Career Decision-Making Profile Questionnaire (CDMP-Q) were used on freshmen students with no preference over college, a total of n=259. The results show that Sibling relationship is not a significant predictor of Career Decision making styles. Various reasons for the non-significance are explored further in the discussion."
Overcoming the hurdles : self-regulation, career barriers and job satisfaction among the older working population by Arceta, Jeanne Pauline G. Bacal [and three others].
Call Number: TU21473
Publication Date: 2016
"Job satisfaction is what employees want to feel in their work environment. A factor that may hinder them from feeling satisfied with their jobs is encountering career barriers. This paper aims to establish the relationship of self-regulation, which act as the mediator to the perceived ability to overcome career barriers (independent variable) and job satisfaction (dependent variable). In this study, the researchers focused on the older employees aged 55 years old and above. They answered the Career Barriers Inventory - Coping, Short Self-Regulation Questionnaire, and the Generic Job Satisfaction Scale. Results showed that self-regulation is an effective mediator between job satisfaction and perceived ability to overcome career barriers. It showed that one's perceived ability to overcome these barriers leads to self-regulation which helps increase the likelihood of the older employee's job satisfaction. The present research diverts the attention to older working population since only few studies were conducted concerning the said populations, which focuses in the workforce."
High School Career Development Experiences and Career Development Self-Efficacy in the Prediction of College Major Persistence: An Application of Social Cognitive Career Theory by
Publication Date: 2019
"Social Cognitive Career Theory (SCCT) presupposes that contextual supports play key roles in the career development process. However, little research has examined the relationship between high school career development experiences and persisting in a college major. The present study examined the predictive influence of the contextual support factor of high school career development experiences on college major persistence. The study also examines the relationship between high school career development experiences, career development self-efficacy (CDSE) beliefs and college major persistence. In order to determine the potential predictive relationship between high school career development experiences and college major persistence, an electronic survey was administered to students at a mid-size northeastern university who had completed at least one semester at the university. The survey assessed students' high school career development experiences and career self-efficacy. This new measure of students' self-reported perceptions regarding their high school career development experiences and demographic data was developed for this study. A widely utilized career self-efficacy scale developed by Betz, Klein and Taylor (1996) was also utilized to assess students’ career self-efficacy. Results from regression analysis indicate that CDSE is predictive of college major persistence and, that high school career counseling (HSCC) experiences influence career development self-efficacy (CDSE). ..."
The Effects of a Career Development Course on Career and College Major Decision-Making in College Students by
Publication Date: 2012
"This study explored the effects of a semester-long, 2 credit career development course on the undecided college students. Participants included undergraduate students enrolled in the Career Development (COUN 105) class and comparison group students enrolled in Introductory Psychology (PSYX 100), and Intimate and Family Relationship (COUN 295) classes at The University of Montana. Students were assessed at the beginning and the end of the Spring and Fall semesters, 2010 by using the Career Decision Self-Efficacy Scale-Short Form (CDSE-SF; Betz & Taylor, 1983), Career Orientation scale, Career Decision Scale (Osipow et al., 1976), and Decisional Process Inventory (Hartung, 1994). The main purpose of this quantitative research study was to determine whether a career development course offered at The University of Montana would have a positive, neutral, or negative effect on career decision-making, self-efficacy, and other career decision making processes among undergraduate students. Based on (MANOVA) results, COUN 105 students significantly increased their sense of career self-efficacy as a function of the course. Based on these results, it was recommended for the development and implementation of career courses for undecided undergraduates become mandatory."
The Impact of Career Development Education on the Career Awareness of Fifth Grade Public School Students toward Career Choice by
Publication Date: 2020
"Most career development theories emphasize the importance of career development education throughout an individual’s life span to develop career awareness toward career choice. This quantitative, quasi-experimental research focused on the use of an intervention group, a control group, criterion-referenced pretest/posttest, and a standards-based career development program. The results suggest that most of the fifth grade public school students who participated in the intervention group career development education program (including students identified as economically disadvantaged and/or identified for “English for Speakers of Other Languages”/ESOL support) statistically and significantly improved their career awareness toward career choice. Additional research involving more extensive career education programs, integrating career education throughout the curricula, sampling students in other elementary grades, including gender, and involving students identified for special education, is needed in order to extend research generalizations."
Utilizing a Web-Based Career Development Workshop to Address Career Decision-Making Difficulty Among Community College Distance Learners by
Publication Date: 2011
"Career decision making difficulty, as it relates to undecided college students and career indecision, has been a concern for counselors and academic advisors for decades (Gordon, 2006; Mau, 2004). Individuals struggling with career indecision often seek assistance via career counseling, self-help tools, and/or computer-assisted career guidance systems (Gati, Gadassi, & Shemesh, 2005). The past decade has brought a large increase in the development of a number of web-based career guidance systems (CGS) (Bobek, Robbins, Gore, Harris-Bowlsbey, Lapan, Dahir, & Jepsen, 2005). Despite the rapid growth in the type and use of computer-assisted CGS, little empirical research has been conducted on the effectiveness of the systems as career decision making tools (Bloch, 2006; Fowkes & McWhirter, 2007; Gati, Kleinam, Saka, & Zakai, 2003; Mau, 1999). The purpose of this preliminary quantitative study was to assess the effectiveness of a web-based career development workshop to change career decision making difficulty of undecided community college distance learners. The results of this study will be used to determine the feasibility of incorporating the workshop into academic advising, career advising, and the curriculum of a College Success Course (CSC)."
The Effects of a Career Development Intervention on the Career Aspirations of Middle School Students. by
Publication Date: 2020
"The purpose of the study was to identify and evaluate the effectiveness of a career development program at the middle school level. The intent was to provide middle school students with the necessary formalized support to assist them to develop self-awareness and self-efficacy, understand why they are in school, connect long-term goals with the steps needed to achieve those goals, and receive support from the teacher/advisor, counselors, and business community throughout the process. Further, through the tenets of Social Cognitive Career Theory and values-affirmation intervention, the purpose was to implement an introspective opportunity for students to reflect on their career development experience within the middle school course.
This study used a sequential, exploratory quantitative methods approach. A pre- post-test design was used implementing the Childhood Career Development Scale (CCDS), (Schulthiess & Stead, 2004) to explore student changes in attitude towards career development and whether their self-efficacy was affected by the treatment. Additionally, a reflective essay was used to add insight into the data that were analyzed. The reflective essay was designed to understand whether writing a reflection after the career development experience impacted the students’ intrinsic value towards career development , self-efficacy, curiosity, and planning."
Exploring the impact of a career development intervention on the career decision-making self-efficacy and goal instability of first generation college students, given perceived barriers by
Publication Date: 2015
"Each year, the college student population becomes more diverse (National Center for Education Statistics, 2013), yet the career development field does not have a full understanding of how client factors, such as ethnicity, affect intervention outcomes (Whiston & Rahardja, 2008). This study focused on the career development of first generation college students, a traditionally more diverse subset of the university population who tend to struggle with the career decision–making process more than their counterparts (Chen & Carroll, 2005; Hartley, 2009). The study’s aim was to determine whether completion of an online self–exploration intervention, the Self–Directed Search (SDS) Form R Internet version (Holland, Reardon, Latshaw, Rarick, & Schneider, 1999), would increase career decision–making self–efficacy and decrease goal instability levels in 100 first generation college students using a true experimental design. Additionally, this study considered whether initial perceived barriers would impact the intervention’s effectiveness. Goal instability was measured using the Goal Instability Scale (GIS; Robbins & Patton, 1985), career decision–making self–efficacy was measured using the Career Decision–Making Self–Efficacy Scale—Short Form (CDMSE–SF; Betz, Klein, & Taylor, 1996), and perceived barriers were measured using the Perception of Barriers Scale (POB; Luzzo & McWhirter, 2001).
A two–way MANOVA omnibus test was used to determine whether ..."
A Study of Career Development Discussions and Employee Engagement, Through Psychological Meaningfulness, Safety and Availability by
Publication Date: 2019
"Employee engagement has been presented as an avenue to achieving competitive advantage for employee retention, with an explosion of research on the subject over the last decade. I used the theory of personal engagement, which proposes that three psychological conditions predict engagement (psychological meaningfulness, safety, and availability) to investigate and measure employee–manager career development discussions and their impact on employee engagement in the workplace. In this quantitative correlational study, I collected data via an online survey through a convenience sample. Mediation analyses were run on 97 responses. Results indicate that the higher the frequency of career development discussions, the higher the employee engagement, but only when mediated through psychological meaningfulness. The value of career development discussions was also significantly linked to employee engagement, both directly and mediated through psychological meaningfulness. This study's findings provide evidence that career development discussions can be used as an engagement intervention to retain employees, which is especially applicable for Generation Y employees."