A Context for Career Decision Making

Chapman, Warren

doi:10.1002/j.2330-8516.1983.tb00013.x

Cited by 2 publications

(2 citation statements)

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“…Values and values clarification training has an important role in this context in that it can help students learn to maintain and enhance self-esteem by understanding their unqiue mode of conduct against which they can self-evaluate their performance (Rokeach & Regan, 1980). In addition, Chapman (1983) has pointed out that knowledge of one's values provides a necessary context for the teaching of decision making skills that are required in effective goal setting and problem solving strategies.…”

Section: Intervention Implications From Generative Process Model Of Cmentioning

confidence: 98%

Processes and skills underlying continuing intrinsic motivation to learn: Toward a definition of motivational skills training interventions

McCombs

1984

Educational Psychologist

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Section: Intervention Implications From Generative Process Model Of Cmentioning

confidence: 98%

Processes and skills underlying continuing intrinsic motivation to learn: Toward a definition of motivational skills training interventions

McCombs

1984

Educational Psychologist

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“…However, in spite of value considerations, resources (financial as well as psychic) must be considered in making a career decision. Chapman (1983) emphasises that career rewards or opportunities for satisfaction, including earnings, impact on career choice.…”

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confidence: 99%

The effect of promotion on career path choice amongst secondary school pupils

Frost

1992

The Vocational Aspect of Education

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The choice of career path facing school-leavers is discussed, using a modified consumer choice model. As a case study, students from 12 high schools in Perth, Australia were surveyed to ascertain their perceptions of the armed services as a career path. The effects of external promotion and family involvement are considered. Major factors that emerged from the study were the difficulty students faced in selecting a career and the importance placed on training offered by the organisation.In recent years the failure of industrialised economies to absorb all school-leavers into the workforce has resulted in a re-appraisal of the processes of transition from school to post-secondary adult roles. Youth in transition have become a major focus for politicians and educators in most Western industrial democracies (Poole, 1985). In an Australian review, Anderson (1980) argues that the meaning of work varied for young people at different ages and in different social classes. For older youth, for example, work is related more to longer term social goals and roles. Factors such as sex, social class, rurality and ethnicity influence the transition process from school to employment, as does the actual availability of jobs in their preferred employment areas.Many research efforts in vocational choice and occupational psychology have attempted to clarify the process of individual career choice (Vroom, 1964;Holland, 1966). The majority of these approaches have been developmental and/or cognitive in nature. Typically the studies analyse the degree of cognitive sophistication achieved by individuals at various points in their progression towards the selection of a vocation.Most frequently, this chronology is measured in terms of either age or educational level. Fields & Shallenberger (1987) studied a 295 FRED FROST cross-sectional sample of university and high school students. They concluded that education rather than age plays the more critical role in determining what an individual rates as attractive about an occupation. The information gained through educational training appears to override information gained through simple chronological maturity. Deciding upon a preferred career is generally viewed by vocational psychologists and career counsellors as a key developmental task of late adolescence or early adulthood (Super, 1981).Many published studies of career decidedness have failed adequately to tackle two important issues. The first is the distinction between making a decision and sustaining a decision already made, both of which are necessary to produce a state of decidedness. The second concerns causality; do other psychological variables cause decision-making and/or sustaining a decision? Or are they caused by them, or both, or either? (Arnold, 1989). Robertson & Symons (1990) developed a model of occupational labour supply based on optimising behaviour of far-sighted individuals. They concluded that individuals choose occupations on the basis of personal tastes and relative incomes in those occupations. They al...

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A Context for Career Decision Making

Cited by 2 publications

References 7 publications

Processes and skills underlying continuing intrinsic motivation to learn: Toward a definition of motivational skills training interventions

Processes and skills underlying continuing intrinsic motivation to learn: Toward a definition of motivational skills training interventions

The effect of promotion on career path choice amongst secondary school pupils

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