Career beliefs of Greek and Non-Greek Vocational Education students

Sidiropoulou-Dimakakou, Despina; Argyropoulou, Katerina; Drosos, Nikos; Terzaki, Maria

doi:10.4236/ce.2012.37183

Cited by 9 publications

(7 citation statements)

References 32 publications

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“…Previous studies also showed that having rational career beliefs can enable students to successfully solve career-related concerns. [ 47 , 48 ] Like this study, other studies in the past also confirmed the efficacy of cognitive-behavioral techniques in improving accurate thoughts and decisions. [ 15 , 49 – 50 ]…”

Section: Discussionsupporting

confidence: 81%

Irrational career beliefs in agricultural education students, demographics, impacts, and rational career education intervention

Ifeanyieze¹,

Ede

Ejiofor³

et al. 2021

Medicine

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Background: Studies have shown that a good number of students admitted into Agricultural Science Education program in Nigerian universities exhibit irrational career interest which affects their perceptions, feelings, and academic behaviors. This study, therefore, explored the effect of rational emotive career education on irrational career beliefs among students enrolled in agricultural education program in federal universities in Enugu state. Three null hypotheses guided the study. Method: Of the population (N = 79 students) targeted for the study and who underwent a screening exercise, 61 students were recruited as participants/sample size for the study. Sequence allocation software was used to assign 31 students into experimental groups and 30 into waitlisted control group. Participants in the intervention group received a rational emotive career education program that lasted for 12 sessions while those in waitlisted group did not receive the intervention. The participants in both groups were assessed at three points (Time 1, Time 2, and Time 3) using rational and irrational belief scale. A repeated measure (ANOVA) and partial eta square statistical tools were used to analyze the data collected. Result: This study result showed that rational emotive career education significantly reduced irrational career beliefs among students enrolled in Agricultural Science Education program exposed to intervention group compared to those in waitlisted control group. It also showed that there was time × group interaction for irrational career beliefs. The follow-up assessment indicated that the efficacy of rational emotive career education was sustained overtime. Conclusion: This study concluded that rational emotive career education is beneficial in reducing irrational career beliefs of university students enrolled in Agricultural Science Education program. Recommendations were also made in line with the results.

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Section: Discussionsupporting

confidence: 81%

Irrational career beliefs in agricultural education students, demographics, impacts, and rational career education intervention

Ifeanyieze¹,

Ede

Ejiofor³

et al. 2021

Medicine

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“…This finding possibly shows the intense interest which the students in the GEL develop, already from the B' class in relation with the future educational and occupational opportunities and the decisions for a career they are asked to take. Students in the area of vocational training are often found there not by choice but because they have been led by the general educational system, or because they did not have any better choices (Sidiropoulouhttp://www.scientiasocialis.lt/bjcem Dimakakou, Argyropoulou, Drosos, & Terzaki, 2012). However, in the present survey the relative high level exhibited by the EPAL students, particularly in the A' and B' class of Lykeio, in the various factors of career adaptability (i.e.…”

Section: Discussioncontrasting

confidence: 53%

Career Management Skills of Students in General and Vocational Upper-Secondary Schools in Greece: Career Adaptability and Self-Efficacy in Career Planning

Argyropoulou

Tsikoura

Kaliris

2017

BJCEM

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Contemporary career guidance and counselling approaches with particular interest to subjects which concern the development of career management skills since these skills are considered important means for the active exploration of the vocational course and the development of a career. The development of skills related to career adaptability and self-efficacy in the planning of a career could help students who are finishing Upper-secondary School (Lykeio) to approach creatively their career aims, and to deal effectively with the transitions or unexpected events by applying appropriate actions. The present study employed the survey research strategy in order to examine the level of the career adaptability and self-efficacy in the planning of a career with male and female students (N = 240) of Upper-secondary Schools (General Lykeia - GEL) and Vocational Upper-secondary Schools (Vocational Lykeia - EPAL) in Greece. Specifically, it examined the level of skills which students declare that they possess regarding the type of school, their gender and the educational level of the parents. The finding that the levels of career adaptability differentiated not only as regards the gender of the students but also the studies of the father and the mother has presented particular interest while the students who study at the General Lykeia were found to have higher scores in the areas: “career interest” and “curiosity” in the Career Adapt-abilities Scale (CAAS) compared with students who study at the Vocational Lykeia (EPAL). Finally, the motif of the scores in the B’ Class of Lykeio showed that the students of EPAL excelled in all the skills apart from the factor “career interest” while correspondingly in the C’ class of Lykeio students of the General Lykeio (GEL) excelled in all skill categories. Keywords: upper-secondary school students, self-efficacy, career adaptability, career management, Perceived Self-Efficacy in Career Planning, Career Adapt-Abilities Scale.

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“…Negative career thoughts prevent students from thinking in a systematic and organized way to solve career-related problems and/or to make a favorable career decision. Conversely, positive thoughts about career and the world of work can help them to successfully combine the knowledge of their selves and the world of work and solve career-related problems (Saunders, Peterson, Sampson, & Reardon, 2000; Sidiropoulou-Dimakakou, Argyropoulou, Drosos, & Terzaki, 2012). Career guidance counselors with background knowledge of REBT should, therefore, realize that career choices or changes in career behaviors require some kind of cognitive intermediation and career thoughts operate as the intermediate factors that direct these changes in a certain direction (Keller, Biggs, & Gysbers, 1982).…”

Section: Resultsmentioning

confidence: 99%

Effect of Rational Emotive Behavior Therapy on Negative Career Thoughts of Students in Technical Colleges in Nigeria

et al. 2017

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Negative career thoughts are cognitive barriers that interfere with an individual's career decision-making and successful career development. The current study examined the effect of rational-emotive behavior therapy (REBT) on negative career thoughts of students in technical colleges in Nigeria. The study utilized a pretest-posttest control group design. One hundred and seventy-three participants from technical colleges in the Southeast zone of the country completed a measure of career thoughts at pretest, posttreatment, and follow-up: the College Students' Career Thoughts Scale. An REBT career program manual guided the intervention for 12 weeks. Data collected were analyzed using repeated-measures analysis of variance, chi-square, and t-test. Results show that the negative career thoughts of the REBT group participants were significantly reduced relative to a waitlist control group at the end of the intervention. Follow-up tests conducted after three months and six months revealed that the significant decrease in negative career thoughts of the REBT group participants was sustained. The outcomes of the current study suggest that REBT is an invaluable group therapy for assisting college students in overcoming negative thoughts associated with career choice and decision. It would be helpful if further longitudinal evaluation were implemented in Nigeria and in other countries to evaluate whether and how an REBT-based program can improve vocational maturity and vocational identity of technical college students.

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Career beliefs of Greek and Non-Greek Vocational Education students

Cited by 9 publications

References 32 publications

Irrational career beliefs in agricultural education students, demographics, impacts, and rational career education intervention

Irrational career beliefs in agricultural education students, demographics, impacts, and rational career education intervention

Career Management Skills of Students in General and Vocational Upper-Secondary Schools in Greece: Career Adaptability and Self-Efficacy in Career Planning

Effect of Rational Emotive Behavior Therapy on Negative Career Thoughts of Students in Technical Colleges in Nigeria

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