Examining the relationship between career decision self-efficacy, ethnic identity, and academic self-concept and achievement of African American high school students

Bounds, Patrice S.

doi:10.17077/etd.lav4h3g0

Cited by 5 publications

(4 citation statements)

References 132 publications

(276 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This was attributed to pressure of competing roles on both teachers and students, which increased their workload. Thus, irregular career guidance and counselling programmes in schools denied students benefits associated with timely and continuous career guidance and counselling such as increased self-awareness, self-confidence, career identity and career maturity as suggested by Hooley and Rice (2019) and Bounds (2013). Anghel and Gati (2019) and Maree and Che (2020) observed that delayed career guidance and counselling contributed to career indecision among students, of which secondary schools in Uganda may need to be mindful.…”

Section: Discussionmentioning

confidence: 99%

Efficacy of career guidance and counselling among secondary schools in Uganda

Anne

Matagi

Kiweewa

et al. 2022

AJCD

View full text Add to dashboard Cite

Background: In Uganda, students face difficulty during career transition between different levels of education and employment despite government policies about implementation of career guidance and counselling services. Little has been documented about students’ levels of awareness, utilisation and extent of implementation of career guidance and counselling services within secondary schools in Uganda.Objective: This study aims at documenting students’ level of awareness and utilisation career guidance and counselling services, and how these services were being implemented in secondary schools in Uganda.Method: Cross-sectional survey was conducted using mixed methods in secondary schools in South Western Uganda. A total of 161 students in final year of secondary education (senior six) and 35 teachers across four schools met inclusion criteria and consented to participate in the study. Standardised questionnaires as primary tools of data collection were used. Quantitative data were analysed using SPSS (Version 23) and content analysis for qualitative data.Results: Majority of students (98.8%) revealed high awareness about existence of career guidance and counselling services, while 87.0% reported utilising the services. Implementation of career guidance and counselling in schools was demonstrated by type of programmes, information sources, models, timing and information structure by class level. However, challenges to implementation were sited, namely student, teachers, administrators, parents and policy factors.Conclusion and recommendation: Career guidance and counselling services were available and used in secondary schools. However, implementation was affected by functional and structural challenges that affected the quality of career counselling information and required alignment to national development goals.Contribution: The efficacy of career guidance and counselling in secondary schools in Uganda was documented in this article.

show abstract

Section: Discussionmentioning

confidence: 99%

Efficacy of career guidance and counselling among secondary schools in Uganda

Anne

Matagi

Kiweewa

et al. 2022

AJCD

View full text Add to dashboard Cite

show abstract

“…It includes knowledge of positive self-concept that covers areas of gender self-awareness, mental health, professional knowledge, and social influence of parents, friends, and teachers (Amani, 2013;Cortes & pan, 2017). It also covers understanding of the role of other factors that influence students' self-awareness like culture, family, politics, social affairs, and economics (Chinyamurindi, 2016;Chand et al, 2014;Sheri et al, 2013). According to Super (1976) self-awareness is a cognitive task that progresses through life span.…”

Section: Self-knowledgementioning

confidence: 99%

Occupational Information Knowledge Levels among Secondary School Students in Uganda

Otwine,

Herbert,

Irene

et al. 2023

JSS

View full text Add to dashboard Cite

Youth unemployment challenge remains a problem in Middle Income and Low-Income Countries (LICs) despite the existence of career guidance and counselling services in schools. A quasi-experiment was conducted in four major secondary schools in southwestern Uganda among students receiving advanced level education. A total of 89 students were enrolled into treatment group, and 72 in control group that were randomly selected. Treatment group received career guidance and counselling sensitisation based occupational information contained in National Occupational Information Coordinating Committee (NOICC) competencies and indicators (1976). A checklist was modified from NOICC competencies and indicators and used to assess students' occupational information knowledge. Results revealed no significant occupational information knowledge difference between treatment and control groups. However, occupational information knowledge gaps were detected in competencies for understanding the impact of growth and development, need for positive attitudes toward work and learning, and understanding how societal needs and functions influence the nature and structure of work; and understanding the interrelationship of life roles on career life decisions. Therefore, increasing occupational information sensitisation for students in schools focusing on current changing work demands and technology may improve career transition among students and reduce youth unemployment challenge being experienced globally.

show abstract

“…Siswa secara aktif berperan dalam proses belajar sehingga berhasil mencapai keberhasilan dalam prestasi akademik, yang merefleksikan adanya konsep diri akademik yang tinggi dalam diri siswa (Zimmerman, dalam Ordaz-Villegas, Acle-Tomasini, & Reyes-Lagunes, 2013). Bila seseorang memiliki konsep diri yang positif maka keyakinan dirinya dalam mengambil keputusan karier juga meningkat (Bounds, 2013). Lebih lanjut, Bong & Skaalvik (2003) menjelaskan bahwa siswa yang memiliki konsep diri akademik yang positif akan terdorong untuk lebih terlibat dalam kegiatan akademik dan penetapan tujuan pendidikan, menunjukkan usaha dan ketekunan dalam belajar, menunjukkan performa dan prestasi akademik yang baik serta lebih terlibat dalam proses pengambilan keputusan karier.…”

Section: Pendahuluanunclassified

Mediasi Konsep Diri Akademik Dalam Peran Regulasi Diri Belajar Terhadap Komitmen Kepada Pilihan Karir Siswa Sma

Mardhiyah

Indianti

2019

JPI

View full text Add to dashboard Cite

This study aimed to determine the role of academic self-concept in mediating the relationship between self-regulation learning and commitment to career choice in high school students. This research focuses on the dimensions of vocational exploration and commitment, namely openness to explore career choices before committing to a particular career choice. This research uses quantitative approach with 315 students of high school students of X-XI class. Measurement of commitment to career choice is done by measuring tool Commitment to Career Choices Scale sub scale vocational exploraton and commitment. Measurement of self-regulation in learning using Motivated Strategies and Learning Questionnaire, while the academic self-concept was measured using the Academic Self Concept for Adolescents Scale. The result shows that self regulation in learning affects commitment to career choice through academic self concept. The self-regulated skills in applied learning consistently will shape the positive academic self-concept and impact on the increased commitment to career choice among high school students.AbstrakPenelitian ini bertujuan untuk mengetahui peran konsep diri akademik dalam memediasi hubungan antara regulasi diri dalam belajar dan komitmen terhadap pilihan karier pada siswa SMA. Penelitian ini memfokuskan pada salah satu dimensi dari komitmen terhadap pilihan karier, yaitu dimensi vocational exploration and commitment (VEC). Penelitian ini menggunakan pendekatan kuantitatif dengan partisipan penelitian berjumlah 315 orang siswa SMA kelas X-XI. Pengukuran komitmen terhadap pilihan karier dilakukan dengan alat ukur Commitment to Career Choices Scale sub skala vocational exploration and commitment. Pengukuran regulasi diri dalam belajar menggunakan Motivated Strategies and Learning Questionnaire, sedangkan konsep diri akademik diukur dengan menggunakan Academic Self Concept for Adolescents Scale. Hasil penelitian menunjukkan bahwa regulasi diri dalam belajar memengaruhi komitmen terhadap pilihan karier melalui konsep diri akademik. Keterampilan regulasi diri dalam belajar yang diterapkan dengan konsisten akan membentuk konsep diri akademik yang positif dan berdampak pada meningkatnya komitmen terhadap pilihan karier dimensi vocational exploration and commitment pada siswa SMA.

show abstract

Examining the relationship between career decision self-efficacy, ethnic identity, and academic self-concept and achievement of African American high school students

Cited by 5 publications

References 132 publications

Efficacy of career guidance and counselling among secondary schools in Uganda

Efficacy of career guidance and counselling among secondary schools in Uganda

Occupational Information Knowledge Levels among Secondary School Students in Uganda

Mediasi Konsep Diri Akademik Dalam Peran Regulasi Diri Belajar Terhadap Komitmen Kepada Pilihan Karir Siswa Sma

Contact Info

Product

Resources

About