In 2017 and 2018, engineering applications and design process were given weight to with the updates carried out in the Physical Sciences Lesson Curriculum in Turkey. For the STEM education which is at the center of this update to reach its target, it is highly important that students accurately learn what engineers do, what their work field is, the characteristics they should carry and understand the nature of engineering. The present study aims to identify the perception of engineers of 5th, 6th and 7th grade middle school students through drawings. Research Methods: The study group of this research which is a descriptive
Youth constitute one-quarter of the global working population (International Labour Organization [ILO] 2013). On the other hand, youth unemployment and poverty rates are increasing at alarming rates in both developing and developed countries (ILO 2016). Moreover, almost 43% of global youth eligible for the labor market is either unemployed or working, but still living in poverty (ILO 2015). In spite of the fact that decent and sustainable work promotes both physical health and psychological well-being for an individual (Blustein et al. 2017), a deficit of decent work opportunities affects about one in three youth aged 15 to 24 (United Nations 2015). Literature across policy, research, and practice domains highlights gaps in educational and career achievement, leading to potential psychosocial risks for global youth; hence poverty, lack of social justice, and the consequent marginalization in the society.
The current study suggested and tested a model to investigate the associations between adolescent future expectations of work and education (AFE-WE; adaptive responses) and positive future expectations (PFE; adaptivity) through concern, control, curiosity, and confidence (adaptability resources) as well as the role of the gender. The data were gathered from 806 high school students (59% girls), recruited from eight different public schools in Gaziantep, Turkey. Structural equation model was used. The results showed that the PFE predicted the AFE-WE and concern, control, curiosity, and confidence. Yet, concern contributed to the AFE-WE, only and partially mediated the relationships between the PFE and the AFE-WE. The proposed model did not change across gender. These findings were discussed within cultural context and addressed implications for theory, research, and practice.
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