A Career Readiness Typology and Typal Membership in Middle School

Akos, Patrick; Konold, Timothy R.; Niles, Spencer G.

doi:10.1002/j.2161-0045.2004.tb00655.x

Cited by 32 publications

(33 citation statements)

References 38 publications

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“…The combination of career exploratory behaviors and acquired knowledge contributes to an emerging career identity, which may begin as early as middle school (Akos et al, 2004). Flum and Blustein (2000) asserted that one of the primary goals or functions of exploring various career paths is ''self-construction, which refers to the process of developing a coherent and meaningful identity and implementing that identity in a life plan'' (p. 382).…”

Section: Intentions/goalsmentioning

confidence: 99%

An Exploration of Social Cognitive Mechanisms, Gender, and Vocational Identity Among Eighth Graders

Jantzer

Stalides

Rottinghaus

2009

Journal of Career Development

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The authors conducted a multiple group path analysis examining gender differences in relations among career decision-making self-efficacy (CDMSE), career decision-making outcome expectations (CDMOE), and career decisionmaking intentions-goals (CDMIG), as well as linkages between these three sociocognitive variables and vocational identity status in a sample of 820 eighth graders. Overall, gender differences in mean levels of the sociocognitive variables were found, with girls scoring significantly higher on each variable. Results revealed model parameters varied across the groups, with stronger paths for boys than girls. Outcome expectations partially mediated the relation between CDMSE and CDMIG. Overall, CDMSE and CDMOE accounted for 30% and 45% of the variance in CDMIG for girls and boys, respectively. Moreover, linear combinations of sociocognitive variables explained differences among identity status groups. Participants with high CDMSE and CDMOE scores were more likely to have made a tentative career choice, whereas those with lower scores had not yet committed. Suggestions

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Section: Intentions/goalsmentioning

confidence: 99%

An Exploration of Social Cognitive Mechanisms, Gender, and Vocational Identity Among Eighth Graders

Jantzer

Stalides

Rottinghaus

2009

Journal of Career Development

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“…Akos et al, 2004;Lucas & Epperson, 1990;Multon et al, 2007;Wanberg & Muchinsky, 1992), and the career variable was vocational identity (cf. Lucas & Epperson, 1990;Multon et al, 2007;Wanberg & Muchinsky, 1992).…”

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confidence: 99%

Career Decision Statuses Among Portuguese Secondary School Students

Santos

Ferreira

2011

Journal of Career Assessment

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Career indecision is a complex phenomenon and an increasing number of authors have proposed that undecided individuals do not form a group with homogeneous characteristics. This study examines career decision statuses among a sample of 362 12th-grade Portuguese students. A cluster-analytical procedure, based on a battery of instruments designed to assess career and personality dimensions, was employed to understand the heterogeneous groupings that underlie the concept of career indecision. Three groups of career decision statuses were identified and their characteristics described. Finally, implications for career counseling interventions are discussed.Keywords career decision statuses, career indecision, taxonomy of career problems, cluster analysis, adolescence According to Kelly and Lee (2002), career indecision is, next to interests, the single most important construct in the field of vocational psychology and a classic topic of research (Borgen, 1991). Crites (1969), for instance, identified several studies on career indecision published in the 1930s. The vast number of studies on career indecision could be explained by the high prevalence of undecided students in secondary schools and colleges, who seek career counseling in order to formulate career plans (Corkin, Arbona, Coleman, & Ramirez, 2008;Forner, 2007).Initially, research on career indecision attempted to identify variables that could distinguish between decided and undecided individuals. The main goal was to understand the causes that lead to difficulties in career decision making and design appropriate interventions in order to assist undecided individuals. This differential approach to career indecision produced results that were, in general, ambiguous and inconclusive (for a review, see Forner, 2007;Santos, 2007;Slaney, 1988). For example, in some studies, academic achievement favored career-decided individuals (Lunneborg, 1976), whereas in others this relationship was precisely the opposite (Lewallen, 1995).

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“…Examples of these decisions include choosing a high school (i.e., in the area under study, there are more than 700 different high school programs in more than 400 schools), taking advantage of higher-level courses if available, participating in school and after-school activities, and choosing to meet with the school counselor to gain advice about college and careers (Trusty et al, 2005). During the middle grades, students who are engaged in imagining their future post-secondary and career choices tend to make more informed choices and better decisions (Akos, Konold, & Niles, 2004;Arrington, 2000;Osborn & Reardon, 2006;Trusty et al, 2005).…”

Section: Significance Of Academic Achievement In the Middle Gradesmentioning

confidence: 99%

Facilitating College Readiness through Campus Life Experiences

Schaefer¹

2014

RMLE Online

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In a program called "College Immersion," middle grades students spend up to one week on a local college campus, attending specially designed college classes and experiencing collegiate activities. This research study reports on findings related to two different college-middle school partnerships involved in a College Immersion program. Literature on college and career readiness suggests that the middle school years are critical for future academic success, especially for the kinds of vulnerable populations that are involved in this study. Taking middle grades students to college offers them authentic experiences that facilitate college readiness. After participation in a College Immersion program, students in both college-middle school partnerships demonstrated aspects of college readiness as outlined by Conley (2007). Following a weeklong experience of immersion in college life, students imagined a future that included post-secondary possibilities, developed college knowledge, and cultivated deeply positive feelings about college.

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A Career Readiness Typology and Typal Membership in Middle School

Cited by 32 publications

References 38 publications

An Exploration of Social Cognitive Mechanisms, Gender, and Vocational Identity Among Eighth Graders

An Exploration of Social Cognitive Mechanisms, Gender, and Vocational Identity Among Eighth Graders

Career Decision Statuses Among Portuguese Secondary School Students

Facilitating College Readiness through Campus Life Experiences

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