Current Status and Future Agenda for the Theory, Research, and Practice of Childhood Career Development

Schultheiss, Donna E. Palladino

doi:10.1002/j.2161-0045.2008.tb00162.x

Cited by 43 publications

(50 citation statements)

References 57 publications

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“…Career intervention programs introduce primary school students to the world of work help them to understand the connection between what they are learning in school and what is expected in the work world. These programs also are integral to promoting lifelong learning, a productive educational environment, and future successful transitions from school to work (Schultheiss, 2008). Hence early interventions aimed at the development of curious exploration of new domains, planning ability, decision making skills could help to cement the building blocks for later career maturity and adaptability.…”

Section: Discussionmentioning

confidence: 98%

“…Recently, authors have raised awareness of the need for a less fragmented approach to studying childhood career development (Hartung, Porfeli, & Vondracek, 2005;Watson & McMahon, 2005). Moreover, Schultheiss (2008) suggested that a major shortcoming of the literature is that it lacks a theoretical base. Vast changes in the world of work spurred by rapid technological growth and globalization necessitate an inclusive and forward-thinking conceptualization of vocational theory and practice (Schultheiss & Van Esbroeck, 2009).…”

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confidence: 98%

“…Schultheiss (2008) asserted that assessment of individuals and programs must become a central component of career practice. Although many authors have called for more theoretically driven and empirically sound assessment instruments for use in both research and practice (e.g., Prideaux, Creed, Muller, & Patton, 2000;Stead & Schultheiss, 2003;Watson & McMahon, 2005), few instruments currently exist (e.g., Stead & Chetty, 2002;Stead & Schultheiss, 2003;Stead, Watson, Gallant, & Sauls, 2001).…”

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confidence: 99%

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Validity of Childhood Career Development Scale scores in South Africa

Stead

Schultheiss

2010

Int J Educ Vocat Guidance

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The purpose of this study was to provide evidence of the construct and concurrent validity of the Childhood Career Development Scale's (CCDS) scores among South African primary school children. Using a sample of 808 children in grades four through seven, evidence for the CCDS's construct validity was provided using confirmatory factor analysis, with eight factors confirmed. Evidence for the CCDS's concurrent validity was also presented by analyzing the relationship between subscales of the Childhood Career Development Scale and measures of self-esteem, locus of control, and children's industry. The CCDS continues to emerge as a promising theoretically-driven assessment tool.Résumé La validité de l'instrument Childhood Career Development Scale en Afrique du Sud. L'objectif de cette étude est d'investiguer la validité de construit et la validité concourante de l'instrument Career Development Scale (CDDS) chez des enfants à l'école primaire en Afrique du Sud. Huit cent huit enfants de la quatrième à la septième année scolaire ont été interrogés. La validité de construit du CCDS est confirmée par des analyses factorielles confirmatoires avec huit facteurs confirmés. La validité concourante du CDDS est également confirmée par des analyses de la relation entre les sous-échelles du CDDS et différentes mesures : estime de soi, lieu de contrôle et application de l'enfant. L'instrument Childhood Career Development

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Section: Discussionmentioning

confidence: 98%

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confidence: 98%

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confidence: 99%

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Validity of Childhood Career Development Scale scores in South Africa

Stead

Schultheiss

2010

Int J Educ Vocat Guidance

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“…Several contributors call for the study of children's career development to be contextualized within an interdisciplinary framework. Schultheiss (2008) calls for interdisciplinary communication and collaboration, and Hartung et al (2008) similarly call for the influence of other disciplines, such as developmental psychology, developmental sociology, life span development, and developmental systems theory, among others. Furthermore, practical examples of how to contextualize children's career development are provided in this special section.…”

Section: September 2008 • Volume 57mentioning

confidence: 97%

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

Watson

McMahon

2008

The Career Development Quart

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This summative article discusses 5 invited contributions on children's career development. The authors of these articles were asked to consider the status quo of children's career development, issues facing this field, and future directions. Several emergent themes focused on theory, research, and practice and their interactive potential in children's career development. Suggestions for future direction in the study of children's career development include the need for greater contextualization and interdisciplinary collaboration, the revision and innovation of theory, and the need for organizing frameworks for theory, research, and practice.

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“…They use their developing abstract reasoning and analytical skills (Hartung et al, 2008;Porfeli et al, 2008) to process this information. Therefore, the concepts and constructs found in the adolescent and adult literature may not generalize to childhood and early adolescent career development (Palladino Schultheiss, 2008 (Hartung et al, 2008).…”

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confidence: 99%

Classroom learning environment and gender : do they explain math self-efficacy, math outcome expectations, and math interest during early adolescence?

Deacon¹

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Dr. Marie F. ShoffnerDespite initiatives to increase and broaden participation in science, technology, engineering, and mathematics (STEM) fields, women remain underrepresented in STEM.While U.S. girls and women perform as well as, if not better, than boys and men in math, research results indicate that there are significant declines in girls' math self-efficacy, interest, and ambition as early as middle school. These decreases are associated with awareness of negative stereotypes viewing math as a predominately male domain. The classroom is one context for developing self-efficacy beliefs and gender-role stereotypes.The purpose of this quantitative study is to examine the role that students' perceptions of the academic and emotional support provided by their math teacher has on adolescents' math self-efficacy, math outcome expectations, and math interest. Social Cognitive Career Theory provides a theoretical framework for the study. Researchers collected data used for this study through a larger study (NSF grant #0624724). Data was collected from 230 students in sixth, eighth, and 10th grade to answer the research questions.Items from the Beliefs, Belong, and Behavior Survey provide measures for students' perceptions of Math Learning Environment, Math Self-Efficacy, Math Outcome Expectations, and Math Interest. The results of the study found that the relationships among math learning environment, specifically students' perceptions of the academic and emotional support provided by their math teacher, and the other SCCT variables were as predicted by the modified SCCT model. Students' perceptions of the academic and emotional support provided by their math teacher influences their math self-efficacy, math outcome expectations, and math interest. There were gender differences observed in the fit the modified SCCT model. Leaming environment influenced the expected outcomes of taking advanced math courses differently for boys and girls. There were also gender differences in students' perceptions of teacher support, math self-efficacy, math outcome expectations, and math interest, with the greatest differences found between sixth grade girls and the other gender-grade groups. Finally, there was a relationship between girls' perceptions of the effect that taking math courses would have on relationships and their math interest, a relationship not observed in boys. Implications for researchers and practitioners are provided.This dissertation is dedicated to my children, grandchildren, and parents. Without yo14 I would not be where I am standing today. I love you with all my heart! lV Counselor Education

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Current Status and Future Agenda for the Theory, Research, and Practice of Childhood Career Development

Cited by 43 publications

References 57 publications

Validity of Childhood Career Development Scale scores in South Africa

Validity of Childhood Career Development Scale scores in South Africa

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

Classroom learning environment and gender : do they explain math self-efficacy, math outcome expectations, and math interest during early adolescence?

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