Modeling the Occupational/Career Decision-Making Processes of Intellectually Gifted Adolescents

Abstract

This study developed and empirically tested two related models of the occupational/career decision-making processes of gifted adolescents using a competing models strategy. The two models that guided the study, which acknowledged cultural orientations, social influences from the family, occupational/career values, and characteristics of intellectually gifted adolescents, differed in the manner in which the various constructs that form part of the occupational/career decision-making processes of gifted adolescents were sequenced. To collect data, the refined version of a rigorously developed survey instrument was administered to 687 adolescents attending three academically selective high schools in the Sydney metropolitan area (Australia). Data were analyzed using confirmatory factor analyses and structural equation modeling procedures. The finally accepted model suggested that, generally, the occupational/career decision-making processes of gifted adolescents incorporate a predictive role for cultural orientation and an intermediary role for motivation-related values, in the formation of attitudes toward occupations, and in turn, intentions to pursue particular occupations. Some notable aspects of the model included a strong association between the valuing of interest or enjoyment in an occupation and a need for intellectual stimulation, and a negative predictive relationship between a desire to fulfill one’s potential and occupational attitudes.

Occupational/Career Indecision for Economically Disadvantaged High School Students of High Intellectual Ability: A Mixed‐methods Cognitive Process Model

“…The six items that were designed to assess living up to potential were originally adapted from related scales used by Bundick (; “Fulfillment of potential”), Schuster (; “Fulfillment of potential”), Harackiewicz, Durik, Barron, Linnenbrink‐Garcia, and Tauer (; the “Workmastery” scale), and Benson and Scales (; “Thriving orientation”). Jung () has demonstrated the reliability (α = .82) and validity of the scale.…”

Inside an English Language Teacher Education Program in Vietnam: Students’ Motivations for Teaching and Their Intentions to Teach

“…The FIT-Choice survey was validated by recognized experts (Watt & Richardson, 2007) and scrutinized in diverse settings (Jugović, Marušic, Ivanec, & Vidovic, 2012;König & Rothland, 2012;Berger & D'Ascoli, 2012). Jung's (2014) Occupational Intention was part of a larger scale that was constructed to measure nine constructs that influence an individual's career decision-making process. The scale also underwent a process of development, testing, and refinement over two phases of data collection with the participation of over a thousand students (Jung, 2014).…”

“…Jung's (2014) Occupational Intention was part of a larger scale that was constructed to measure nine constructs that influence an individual's career decision-making process. The scale also underwent a process of development, testing, and refinement over two phases of data collection with the participation of over a thousand students (Jung, 2014).…”

Kariérové cesty intelektovo nadaných ľudí

“…Obrázok 1 Model kognitívnych procesov nadaných adolescentov pri voľbe povolania (prevzaté z Jung, 2017, s. 69) V posledných rokoch publikoval zaujímavé výskumné práce Jung (2013Jung ( , 2014Jung ( , 2017, ktorý sa opakovane pokúšal vypracovať čo najvýstižnejší model kognitívnych procesov nadaných adolescentov pri rozhodovaní o kariérovom smerovaní. Najpodrobnejší model vytvoril v práci z roku 2017.…”

“…Autor uvádza, že rozhodovacie procesy nadaných študentov pri voľbe povolania sú podobné ako u ostatných adolescentov. Za povšimnutiahodný rozdiel však považuje skutočnosť, že pre nadaných študentov sa javia byť zaujímavé také profesie, ktoré pre nich predstavujú výzvu a sú intelektuálne stimulujúce (Jung, 2014(Jung, , 2017.…”