Validation of the Short Form of the Career Development Inventory—Australian Version with a Sample of University Students

Patton, Wendy; Creed, Peter Alexander; Spooner-Lane, Rebecca

doi:10.1177/103841620501400308

Cited by 10 publications

(9 citation statements)

References 20 publications

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“…The results also suggest that younger students (with ages under 20 years), who access higher education immediately after secondary education, have lower expectations when compared to older students. Such higher results of expectations for older students may be influenced by their career maturity (Patton et al, 2005) and development of the self (Twenge & Campbell, 2001). Due to the challenges older students face when they enroll in HE, including balancing their family and work responsibilities with time spent in class and working on assignments (Gilard & Guglielmetti, 2011), such high initial expectations may place these students at risk of struggling while adapting to higher education.…”

Section: Discussionmentioning

confidence: 99%

“…Older students are more mature in their study behavior, as they are more likely to adopt a deep learning approach than younger students (Richardson, 2013). Older students are also more motivated to study out of intrinsic interest or for their personal development (Gow & Kember, 1990), have developed a mature sense of self-esteem (Twenge & Campbell, 2001), and present higher levels of career maturity than younger students (Patton, Creed, & Spooner-Lane, 2005). However, the college experience can be more challenging for older students, in terms of their social integration and coping with the academic workload, due to the effort to balance their multiple commitments, including employment and having children (Gilard & Guglielmetti, 2011).…”

Section: Introductionmentioning

confidence: 99%

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A latent profile analysis of first-year university students’ academic expectations

et al. 2018

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Academic expectations are an important variable in the explanation of adaptation and academic success in higher education. This paper uses latent profile analysis as a person-centered statistical approach to classify students into groups of similar types of expectations for higher education, at the beginning of the first year in university. Participants were 2,478 first-year Portuguese students. Based on the scores of seven dimensions of expectations, we identified six classes of students. Most students (84%) presented moderate levels of expectations, while 8% and 4%, respectively, reported very high and low expectations. One class represented a group of students (4%) with high expectations for the quality of education and for political engagement and citizenship and lower expectations for social interaction and attending to social pressures. Male and older students showed more positive expectations. Students from privileged family backgrounds are more likely to present higher expectations for political engagement and citizenship experiences, and lower expectations for social interaction and leisure and attending to social pressures. Keywords: latent profile analysis; person-centered; expectations; higher education; first-year students

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A latent profile analysis of first-year university students’ academic expectations

et al. 2018

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“…These two sections contain 18 items and are valid and reliable, independent from the entire CDI-A [60]. The CDI-Australia has been found to have adequate internal consistency (career planning α = .84; career exploration α = .63), concurrent validity ( r = .6–.8), and construct validity (four factors explaining 44.7% of the variance) [61]. …”

Section: Methodsmentioning

confidence: 99%

Evaluation of the effectiveness of an online transition planning program for adolescents on the autism spectrum: trial protocol

Hatfield

Falkmer

et al. 2016

Child Adolesc Psychiatry Ment Health

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BackgroundThe transition from high school to post-secondary education and work is difficult for adolescents on the autism spectrum. Transition planning can be an effective way of supporting adolescents on the autism spectrum to prepare for leaving school and to succeed in obtaining employment; however, there is a need for an autism-specific transition planning program with proven effectiveness. This paper describes a trial protocol for evaluating the Better OutcOmes & Successful Transitions for Autism (BOOST-A™); an online interactive program that empowers adolescents on the autism spectrum to plan their transition from school to further study, training, or employment.MethodsThe trial will involve adolescents on the autism spectrum in high school and their parents, who will be alternately assigned to a control group (regular practice) or an intervention group (using the BOOST-A™). The BOOST-A™ was developed using the PRECEDE-PROCEED model, and is based on the self-determination model, and the strengths- and technology-based approaches. It involves participants completing a series of online modules. The primary outcome will be self-determination, because high self-determination has been linked to successful transition to employment among adolescents on the autism spectrum. Secondary outcomes will include domain-specific self-determination, career planning and exploration, quality of life, and environmental support. Data will be obtained from questionnaires completed by the adolescent on the autism spectrum and their parent/s. Data collection will take place at baseline (Time point 1) and 12 months later (Time point 2).Discussion and conclusionsThis trial will provide evidence of the effectiveness of the BOOST-A™ to assist adolescents on the autism spectrum to successfully transition from school. Trial registration #ACTRN12615000119594

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“…Zbog svoje središnje uloge u razumijevanju razvoja karijere, koncept profesionalne zrelosti često je izučavan konstrukt i važan je temelj u profesionalnom savjetovanju (Patton, Creed i Spooner-Lane, 2005). Profesionalna zrelost definirana je kao stupanj na kojem je pojedinac svladao zadatke tipične za njegovu fazu profesionalnog razvoja (Betz, 1988).…”

Section: Mjere I Odrednice Profesionalne Zrelostiunclassified

Could Differentiation and Consistency of Interests Serve as Career Maturity Indicators of Elementary School Children?

Černja¹,

Babarović

Šverko

2017

Drustvena istrazivanja

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Prema Hollandovoj teoriji, profesionalni interesi trebali bi postati sve diferenciraniji i konzistentniji s porastom profesionalne zrelosti, no prijašnja istraživanja nisu pružila jednoznačne rezultate o promatranim odnosima. U ovom radu predstavljene su dvije studije provedene na uzorcima učenika viših razreda osnovnih škola u Hrvatskoj (N1 = 522; N2 = 497). Prva studija provedena je online i u njoj su primijenjeni Slikovno-opisni upitnik interesa (SLOPI) i Test informiranosti o zanimanjima (TIZ) kao mjera profesionalne zrelosti. Druga studija temeljila se na testiranju papir-olovka te su upotrijebljeni Upitnik profesionalnih interesa UPI-96 i TIZ. U obje studije pokazalo se da profesionalna zrelost raste u funkciji dobi te da učenice sustavno iskazuju veći stupanj profesionalne zrelosti od učenika. Diferenciranost i konzistentnost interesa nisu rasle u funkciji dobi, dok su djevojčice uglavnom imale višu razinu diferenciranosti i konzistentnosti od dječaka. Pokazalo se da je profesionalna zrelost nisko pozitivno povezana s diferenciranosti te da uglavnom nije povezana s konzistentnosti interesa. Zaključeno je da se mjere diferenciranosti i konzistentnosti ne mogu smatrati mjerama profesionalne zrelosti te da se za potrebe profesionalnoga savjetovanja u osnovnim školama preporučuje, uz mjere interesa, upotreba mjera profesionalne zrelosti.

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Validation of the Short Form of the Career Development Inventory—Australian Version with a Sample of University Students

Cited by 10 publications

References 20 publications

A latent profile analysis of first-year university students’ academic expectations

A latent profile analysis of first-year university students’ academic expectations

Evaluation of the effectiveness of an online transition planning program for adolescents on the autism spectrum: trial protocol

Could Differentiation and Consistency of Interests Serve as Career Maturity Indicators of Elementary School Children?

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