How Do Efforts to Enhance Career Preparation Affect Peer Groups? (original) (raw)
Related papers
Peer and Friends and Career Decision Making: A Critical Analysis
2014
6 Abstract: Peer and friends are important aspect of socialization process and their influence and pressure has also received wide acknowledgement in shaping and molding the course of an individual life. The current discourse is based on content analysis as well as field information which explores the nature, level and extent of peer and friends influence in career decision making process of an individual. The data has been collected through library method i.e. searching relevant books, journals, articles, news papers and even internet sources while field information has been obtained through questionnaire from 100 students using random sampling method. All the collected information have critically analyzed, debated and explained to produce theory for generalization while the field information has been analyzed in the form of frequencies and percentages through chi-square test. The analysis and discussion thus give rise to an argument that although family i.e. parents and other fami...
The joint actions of adolescents in peer conversations about career
Journal of Adolescence, 1999
Ten career conversations between adolescent peers were video-taped to examine the joint actions of adolescents that emerge in actual conversations about career. Based on an action-theoretical approach, joint action refers to the intentional behavior of a group of people attempting to realize a common goal or engage in a common process. The actual conversations and the adolescents' recall of their thoughts and feelings during the conversations were used to identify the joint actions that occurred in the conversations and the meaning that the conversations had for the adolescents. Goals of the actions included educational planning, career selection, and personal future. The functions the adolescents undertook in the conversations to reach these goals were identi®ed as exploring, formulating, validating, and challenging. Based on these results, it was proposed that self-re®nement was the project that energized and guided the joint actions and lent meaning to the conversations.
Social Support for Career Choices and Academic Achievement: An Empirical Investigation
1989
This study investigated the influence of social support on a person's career choice and its impact on later achievement, testing the hypotheses that social support that pressures a person into entering a given field will lead to lower achievement, and that social support that contributes to the person's development of a rofessional identity will result in higher achievement. SL ,its were 1,156 medical students who entered medical school between 176 and 1981. In the first year of this program, they answered questionnaires whicn dealt t'ith their decision to choose medicine as a career. Sixteen items addressed the question of who had given th^m social support for entering the field. Career related academic achievement was measured with three Indicators: scores on the National Board of Medical Examination I a.d II and the rating for clinical performance during hospital rotations. The findings from this 4-year panel study provides preliminary support for the hypotheses concerning social support. (Author/NB) *
Effects of Career Choice Intervention on Components of Career Preparation
The Career Development Quarterly, 2011
This randomized experimental study (N = 1,034) examines both the direct and the indirect effects of the Towards Working Life intervention on 2 components of adolescents' career preparation: preparedness for career choice and attitude toward career planning. The intervention comprised a 1-week workshop program, the proximal goals of which were to enhance 9th graders' career choice preparedness and attitude toward career planning. Participants were assessed at baseline and immediately after the intervention. The results showed that the intervention had directly improved the students' career choice preparedness, which in turn increased positive attitude toward career planning. Implications for both theory and practice are discussed. Career preparation has been viewed as a major developmental task for adolescents, the successful performance of which improves personal development, social adjustment, and future well-being (Erikson, 1968; Super, 1990). Savickas (1999) summarized that career developmental theories view "awareness of the choices to be made and information and planning that bear on these choices" (p. 334) as the main predictors of successful career choices and smooth transitions from school to work. Since the early work of Crites (1978), career theories generally have stressed two distinct factors that affect educational and vocational decisions and the implementation of career choices (Savickas, 1999). The first is a competence factor. Crites formulated the model of career maturity, which includes five career choice competencies: (a) selfknowledge, (b) occupational information, (c) goal selection, (d) planning, and (e) problem solving. According to the social cognitive approach, the way in which adolescents develop and exercise personal efficacy in the domain of career choice during adolescence and the transition to adulthood can play a key role in setting the course of their life path (
Implications of social supports for adolescents' education and career aspirations
Canadian Journal of Behavioural Science/Revue canadienne des Sciences du comportement, 1999
Two hundred and sixty grade 9 through 12 students completed questionnaires designed to examine relations among social support, perception of future opportunity, and education and career aspirations and expectations. Path analyses showed that for both males and females, perception of opportunity predicts educational expectations, which, in turn, predict educational aspirations and career expectations. For females, peer, family and teacher supports predict perception of opportunity, whereas for males only family support is predictive of perception of opportunity. ANOVAs demonstrated that females perceive more teacher and peer support than do males, and that compared to their male peers, females have greater perceived future opportunity, educational aspirations and expectations, and career expectations. Both males and females indicate a greater gap between career aspirations and expectations than between education aspirations and expectations. The possible contributions of socioeconomic conditions and gendered socialization are discussed.
European Journal of Personality, 2014
Peers are a pervasive aspect of people's lives, but their role in personality development has rarely been considered. This is surprising, given that peers are promising candidates to explain personality development over the entire lifespan. Owing to the lack of clear-cut definitions of peers, we first elaborate on their defining criteria and functions in different life phases. We then discuss the role of peers in personality development across the lifespan. We advocate that an integration of social group perspectives and social relationship perspectives is essential to understand peer effects on personality development. Group socialization theory is particularly suited to explain developmental differences between groups as a result of group norms. However, it is blind towards differences in development within peer groups. In contrast, the PERSOC framework is particularly suited to explain individual differences in development within groups as a result of specific dyadic peer-relationship experiences. We propose that a conjunct consideration of peer-group effects and dyadic peer-relationship effects can advance the general understanding of personality development. We discuss examples for a cross-fertilization of the two frameworks that suggest avenues for future research.
Effect of Peer Attachment on Career Decision Making among Undergraduate Students
Global Educational Studies Review, 2021
This study was an attempt to explore the effect of peer attachment on career decision making among undergraduate students. A sample of 528 undergraduate students of the education department was selected from public and private universities of Lahore through a stratified random sampling technique. The questionnaire used for data collection was comprised of demographic information, career decision making self-efficacy developed by Betz, Klein and Taylor (1996) and inventory of peer and parental attachment developed by Armsden and Greenberg (1987) and revised by Gullone and Robinson (2005). Multiple regression analysis was used to examine the relationship between variables. An independent sample t-test was applied to determine the difference between the groups. The results showed that peer attachment has a significant effect on CDMSF.