Children's Career Development: Metaphorical Images of Theory, Research, and Practice

Watson, Mark; McMahon, Mary

doi:10.1002/j.2161-0045.2008.tb00167.x

Cited by 18 publications

(6 citation statements)

References 18 publications

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“…Although no statistically significant differences were found among the participants' pre-and posttest responses to motivation or career decision making, the interview data provided qualitative evidence that participants' experiences during camp did indeed impact their outlook toward engineering and other science, technology, and mathematics careers. While research about children's career development is limited (Watson & McMahon, 2008;Porfeli, Hartung, & Vondracek, 2008), the qualitative study by Rowan-Kenyon, Swan, and Creager (2012) examined social cognitive factors, support, and engagement of early adolescents' math interests as precursors to career choices. Their findings indicate that using group work and extrinsic motivation in middle school math classes broadened interest.…”

Section: Discussionmentioning

confidence: 99%

They Choose to Attend Academic Summer Camps? A Mixed Methods Study Exploring the Impact of a NASA Academic Summer Pre-Engineering Camp On Middle School Students in a Latino Community

Ortiz¹,

Amaya²,

Warshauer³

et al. 2018

Journal of Pre-College Engineering Education Research (J-PEER)

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Early exposure to engineering and mathematics career opportunities has been indicated to influence students' decisions regarding their academic majors and career goals. This study utilized mixed methods to analyze how changes in middle school students' affective characteristics might be linked to their future career decision-making, following participation in an integrated science, technology, engineering, and mathematics summer camp. As part of the summer camp, rising sixth-through eighth-grade students attended a weeklong learning experience based on a specific engineering context. Each grade level cohort participated with their same grade peers in a 36-hour, 6-day event focused on sparking their interest in engineering careers and developing their content knowledge in select science and mathematics content areas. Pre-post testing was conducted with 65 students of diverse backgrounds in grades six through eight to measure their self-reported engineering-related self-efficacy, knowledge of engineering careers, and motivation to pursue future engineering classes and careers. In addition, interviews were conducted to examine any changes in middle school camp participants' affective characteristics of motivation, self-efficacy, and self-determination.

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Section: Discussionmentioning

confidence: 99%

They Choose to Attend Academic Summer Camps? A Mixed Methods Study Exploring the Impact of a NASA Academic Summer Pre-Engineering Camp On Middle School Students in a Latino Community

Ortiz¹,

Amaya²,

Warshauer³

et al. 2018

Journal of Pre-College Engineering Education Research (J-PEER)

View full text Add to dashboard Cite

show abstract

“…If schools succeed in acquainting students to the experiences that develop their talents and entrench their interests up to a degree that enables them to select them as future careers, the school succeeds in producing creative persons in these careers (Al-Tweissi, 2011). Watson and McMahon (2008) pointed out that the relevance of the school context to the real life and workplace, in addition to the depth of the skills acquired by the individual in certain domains of life are crucial factors in the decision of taking this domain as the future career and selecting the educational path that leads to qualification in this domain. Therefore, the focus group"s suggestion to deliver the school subjects (not only PVE) practically could acquaint students with work and production from early ages, and help them to identify their trends concerning future educational path (either vocational or academic).…”

Section: To Render the Teaching Of Pve More Effective (How)?mentioning

confidence: 99%

Educational demands to reduce avoidance of vocational education in Jordan

Alsaâ€TMaideh¹

2016

Educ. Res. Rev.

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This study aims to identify the educational demands to reduce students' avoidance of vocational education in Jordan. Results of a previous study addressing reasons for avoidance of vocational education, distributed these reasons into personal, social, economic, educational and vocational domains. Focus-groups method was used to identify the educational demands in order to reduce the effect of these reasons. Five focus-groups studied the domains of the factors and made suggestions, then all groups met collectively to make consensus about the suggestions, to remove repetition, to divide them into domains, and to order the demands according to their importance. Finally, a list of demands on the educational system was made. Some of these demands were short-term while others were long-term demands. These suggestions were in domains of the vocational work sector, the media, higher education, the vocational education sector and the careers education course.

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“…In addition, Watson and McMahon (2008) demonstrate that the most important components are: to develop certain kinds of motional skills, interpersonal and basic learning skills in addition to attitudes towards work in general and working in certain careers, and information about work and who works there and that the valuable development should be the basis of both the general education and VE. Porfeli and Lee (2012) consider that building a vocational personality consists of tasks that should be included in the school curriculum such as career exploration, career commitment and career reconsideration.…”

Section: Abilitiesmentioning

confidence: 99%

Reasons for avoidance of vocational education in Jordan

Al-Saaideh¹

2016

Educ. Res. Rev.

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The study aimed to identify the factors that lead students to avoid joining Vocational Education (VE) in Jordan. A pilot study was conducted, then a 39-item questionnaire was developed, and its validity and reliability were ensured. The reasons included were divided into personal, social, economic, educational and vocational domains. The questionnaire was administered to 1050 students of the 10th basic grade. Results showed that the factors included in the questionnaire contribute at a medium level to students' avoidance of VE. The highest contributing factors were the vocational factors of which the most contributing factor was the nature of the jobs that they had to take up. The second was the domain of personal factors, the highest of which was the discrepancy between students' academic ambitions and the nature of vocational work. The third was the social factors, the highest of which was the effect of peers and their academic orientations. The fourth in level were the economic factors with the fluctuating nature of the income for the prospective careers of those who join VE being of the highest influence. The least contributing domain was the educational domain with the negative image of vocational schools being of the highest influence. The study produced some recommendations to mitigate avoidance of VE.

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Children's Career Development: Metaphorical Images of Theory, Research, and Practice

Cited by 18 publications

References 18 publications

They Choose to Attend Academic Summer Camps? A Mixed Methods Study Exploring the Impact of a NASA Academic Summer Pre-Engineering Camp On Middle School Students in a Latino Community

They Choose to Attend Academic Summer Camps? A Mixed Methods Study Exploring the Impact of a NASA Academic Summer Pre-Engineering Camp On Middle School Students in a Latino Community

Educational demands to reduce avoidance of vocational education in Jordan

Reasons for avoidance of vocational education in Jordan

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