Confirmatory Factor Analysis Of The Career Development Questionnaire And The Career Decision-Making Self-Efficacy Scale For South African High School Students

Bruin, Gideon P. de; Bernard-Phera, Martha Joy

doi:10.4102/sajip.v28i2.46

Cited by 9 publications

(6 citation statements)

References 32 publications

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“…MacKenzie (1996) assessed the CDMSES-SF to be a useful instrument for the South African context as it can be used for learners from different socio-economic levels. G. P. De Bruin and Bernard-Phera (2002) confirmed the construct validity of the CDMSES-SF for South African Grade 12 learners.…”

Section: Methodssupporting

confidence: 64%

“…Miller, Sendrowitz, Brown, Thomas, and McDaniel (2009) claim that a growing body of empirical research has demonstrated the ability of the CDMSES-SF to generate valid scores. In a confirmatory factor analysis of the CDMSES-SF for South African high school learners, G. P. De Bruin and Bernard-Phera (2002) confirmed that career decision-making is the general factor that underlies the questionnaire.…”

Section: Methodsmentioning

confidence: 75%

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The impact of a career intervention programme on South African Grade 11 learners’ career decision-making self-efficacy

Miles

Naidoo

2016

South African Journal of Psychology

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There have been increasing calls for career development interventions that take the local context into account while providing a firm theoretical basis to engage with the career processes and attributes of individuals coming from diverse backgrounds. The goal of this study was to determine the effect of a career intervention programme derived from Social Cognitive Career Theory on the career decision-making self-efficacy of Grade 11 learners at three schools with diverse socio-economic backgrounds in the Eastern Cape. Using a quasi-experimental design, measurements were taken at a pretest, post-test and a follow-up occasion 8 weeks after the completion of the programme in a sample of 222 learners using the Career Decision-Making Self-Efficacy Scale. The study demonstrated that the career decision-making self-efficacy of the intervention group improved significantly subsequent to the career intervention programme underscoring the value of the career intervention programme. Although the current study demonstrated a medium effect on the intervention group by the end of the intervention, the time period of the programme may not have been long enough to sustain the impact 8 weeks after the completion of the programme. This may suggest that a longer intervention period or intermittent reinforcement such as booster sessions may be needed to sustain the effect. The study confirms that a group-based career development programme, designed specifically for the South African context, can serve as an essential tool to help high school learners from different socio-economic backgrounds enhance their career maturity expressed in terms of their career decision-making self-efficacy.

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Section: Methodssupporting

confidence: 64%

Section: Methodsmentioning

confidence: 75%

The impact of a career intervention programme on South African Grade 11 learners’ career decision-making self-efficacy

Miles

Naidoo

2016

South African Journal of Psychology

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“…The scale consists of 25 Likert-type items (1 = no confidence at all and 5 = complete confidence ). In support of the validity of the questionnaire, meaningful correlations have been found with scores for career maturity questionnaires, locus of control, exploratory behavior, career decision-making difficulties, and the individual’s career decision-making status (for overview, see DeBruijn & Bernard-Phera, 2002). In the present study, Cronbach’s α was .89.…”

Section: Methodsmentioning

confidence: 91%

Ambivalence During and After Career Decision Making of High School Graduates

Kasperzack

Ernst

Pinquart

2013

Journal of Career Assessment

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This longitudinal study investigated ambivalence during and after the decision in favor of a field of study or apprenticeship in 220 German high school graduates. In addition, participants underwent measurements of career decision-making self-efficacy, neuroticism, conscientiousness, current satisfaction with life as well as satisfaction with the chosen training. On average, we found low to moderate levels of ambivalence during and after career decision making. Analyses showed that ambivalence in career decision making is negatively linked to both current satisfaction with life and satisfaction with the chosen training. Furthermore, the finding of significant predictors of ambivalence during and after career decision making revealed a useful basic approach for further career-choice research as well as suggestions for the development of prevention and intervention programs for ambivalent persons.

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“…Furthermore, Super's developmental stages (Super, Savickas and Super 1996) may not adequately reflect the career development paths and context of disadvantaged black youth, who rarely have opportunities to explore and try out jobs of their choice. This has resulted in lower career maturity scores being documented in several studies (De Bruin and Bernard-Phera 2002;Van Niekerk and Van Daalen 1991;Watson and Van Aarde 1986;Watson, Stead and De Jager 1995). The construct of role salience has also been called into question with the acknowledgement that the meaning of work is deciphered through different cultural lenses (Ferrari, Nota, Soresi, Blustein, Murphy and Kenns 2009, 99-100).…”

Section: Introductionmentioning

confidence: 99%

Social career influences of Xhosa adolescents elicited using the Systems Theory Framework in a peri-urban South African township

Albien

Naidoo

2016

SAJHE

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The present study describes social-level influences on black high school learners from a periurban township of career choices that were elicited using the qualitative career measure, My System of Career Influences (MSCI). The prominent influences on the career decision-making processes of isiXhosa-speaking adolescents included family, school and peer relationships, as well as media role models and cultural factors. While family support was salient, limited direct parental involvement in career planning was voiced. The school context provided rich examples of influences, such as subject mastery, that helped build self-efficacy beliefs and vicarious learning. In contrast, friends were described as both supportive and negative influences.Africentric narratives of overcoming hardship and adversity were explored that seemed to form resilient mechanisms strongly linked to a black racial identity. The reconciliation of 'western' career aspirations with rural cultural expectations in forming a coherent self-concept may be the greatest challenge in vocational identity development for black adolescents.

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Confirmatory Factor Analysis Of The Career Development Questionnaire And The Career Decision-Making Self-Efficacy Scale For South African High School Students

Cited by 9 publications

References 32 publications

The impact of a career intervention programme on South African Grade 11 learners’ career decision-making self-efficacy

The impact of a career intervention programme on South African Grade 11 learners’ career decision-making self-efficacy

Ambivalence During and After Career Decision Making of High School Graduates

Social career influences of Xhosa adolescents elicited using the Systems Theory Framework in a peri-urban South African township

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