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Repetto, Elvira

doi:10.1023/a:1016976932178

Cited by 9 publications

(1 citation statement)

References 21 publications

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“…Super was the first to propose the construct of career maturity in his career development theory (Super, 1957). In fact, career maturity is posited as a key construct upon which the foundation of Super's theory is based (Kosine & Lewis, 2008), as it is considered to be a fundamental measure of one's career development (Repetto, 2001). It can be defined as the process of being both aware of and knowledgeable about the career decision-making process (Levinson et al, 1998).…”

Section: Learning Theory Of Career Counseling John Krumboltz Developmentioning

confidence: 99%

Career maturity and college students : a case study comparison of student-athletes and non-athletes at a Division I institution

Tarver¹

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This quantitative comparative research study examines the career maturity of student-athletes in comparison to non-athletes at a Division I university. The study also measures differences in career maturity among student-athletes based on gender, class level, race/ethnicity, by sport, by type of sport (revenue/non-revenue), and professional sports aspirations. Super's Theory of Career Development served as the theoretical framework, while disproportionate stratified sampling was utilized to secure the student-athlete (N=122) and non-athlete (N=171) participants. Data collection occurred via an online survey comprised of the 25-question Career Maturity Inventory-Revised Attitude Scale (CMI-R/AS), as well as 13 demographic and supplemental questions. An analysis of the data indicated that student-athletes exhibited lower levels of career maturity compared to non-athletes, though the difference was not highly significant. The data also yielded the following key findings. First, as student-athletes' belief in their likelihood that they would play professional sports decreased, their levels of career maturity increased. Next, student-athletes competing in football, baseball, and men's basketball exhibited the lowest levels of career maturity across sports. In addition, student-athletes who identified most with their athletic identities exhibited lower levels of career maturity. Finally, as class level and year of eligibility increased, student-athletes' levels of career maturity increased. The study concludes with some recommendations on how to engage student-athletes in the career development process and some suggestions for future research.

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Section: Learning Theory Of Career Counseling John Krumboltz Developmentioning

confidence: 99%

Career maturity and college students : a case study comparison of student-athletes and non-athletes at a Division I institution

Tarver¹

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Practice and Research in Career Counseling and Development—2001

Whiston

Brecheisen

2002

The Career Development Quart

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This article is a summary of the literature published in 2001 related to career counseling and career development. The review is designed to provide information to both career practitioners and researchers, with the focus on integration of practice and research. This summary of literature is organized around 5 primary areas: (a) career development, (b) career and vocational theories, (c) career interventions, (d) career assessment, and (e) professional issues. Within the framework of this review, attention is also given to contextual factors including gender, race or ethniciry, sexual orientation, and nationality.Historically the annual reviews ofliterature published in The Career Development Quarterly have served to inform and inspire both researchers and practitioners. Although it is probably grandiose for us to consider following in our predecessors' footsteps in terms ofinspiration, we have attempted to summarize the career literature published in 2001 in a manner that contributes to knowledge. As Swanson and Parcover (1998) have indicated, the challenge is to allow the literature to speak for itself, yet organize it in a manner that facilitates understanding across diverse topics. Similar to what has been done in previousreviews (Arbona, 2000; LuzZQ & MacGregor, 2001), we did not enter into the review process with any preconceived notions of how to organize the literature; rather, we allowed a structure to emerge as we reviewed the literature. As we progressed, research trends and themes began to emerge; however, this process was not completed in a vacuum because previous knowledge of the career literature most likely influenced our review.In defining the term career development, Herr contended that inherent in the current usage of the term are two conceptual categories: one that explains the development ofcareer behaviors across the life span and the other category that guides the practitioner in using interventions to facilitate certain career behaviors. Our review, in many ways, mirrors Herr's definition, because the first section is devoted to career behaviors across the life span. We have titled this section Career Development, with the focus being a discussion of the career literature published in 2001 pertinent to the career development ofchildren, adolescents, college students, adults, and older adults.

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The Big Five Career Theories

Leung

2008

International Handbook of Career Guidance

109

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Cited by 9 publications

References 21 publications

Career maturity and college students : a case study comparison of student-athletes and non-athletes at a Division I institution

Career maturity and college students : a case study comparison of student-athletes and non-athletes at a Division I institution

Practice and Research in Career Counseling and Development—2001

The Big Five Career Theories

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