Career Maturity of Australian and South African High School Students: Developmental and Contextual Explanations

Patton, Wendy; Watson, Mark; Creed, Peter Alexander

doi:10.1177/103841620401300106

Cited by 9 publications

(8 citation statements)

References 26 publications

(47 reference statements)

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“…It can be seen that female undergraduates showed lower career readiness compared to male under graduates. This has validated Patton's studies of the different needs towards career development knowledge between males and females (Patton & Creed, 2001Patton et al, 2004). Creed's studies (2001, 2002) indicated that females showed greater readiness; in addition, females also had higher indeci sion scores as measured accordingly by the knowledge and indecision score of the Career Development Inventory.…”

Section: Controlling For the Impacts Of Academic Achievement On Career Readiness Across Gendersupporting

confidence: 60%

“…(Akos and his colleagues used the Career Factor Inventory to measure career readiness typology and its type membership.) Nevertheless, Creed (2001, 2002) and Patton, Watson and Creed (2004) noted that females showed greater readiness with respect to career development knowledge as measured by their know ledge score of the Career Development Inventory.…”

Section: Career Readinessmentioning

confidence: 99%

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Influence of Gender on Career Readiness among Malaysian Undergraduates

Mansor¹,

Tan

2009

Australian Journal of Career Development

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This study aimed to investigate the influence of gender on career readiness among Malaysian undergraduate students at Malaysian universities. Data were collected via a self-administered questionnaire of 1229 Malaysian undergraduate students from four public universities. Respondents were identified through the multistage stratified sampling method. Findings of the study indicate that a majority of the respondents reported low level of career readiness. When compared to male undergraduates, female undergraduates were found to have lower career readiness as manifested by the higher need for career information, and by being more anxious and indecisive when having to make career decisions. An understanding of the factors which contribute to career readiness among male and female university students will help to provide insights for educators in improving students' career developmental process.

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Section: Controlling For the Impacts Of Academic Achievement On Career Readiness Across Gendersupporting

confidence: 60%

Section: Career Readinessmentioning

confidence: 99%

Influence of Gender on Career Readiness among Malaysian Undergraduates

Mansor¹,

Tan

2009

Australian Journal of Career Development

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“…Thompson & Lindeman, 1981). Research conducted in both Australia (e.g., Patton & Creed, 2001) and South Africa (e.g., Patton, Watson, & Creed, 2004) report associations between the CDI-A and other career variables in the expected directions, and report internal reliability coefficients similar to those reported in the manual. The internal reliability coefficients for the present study were .91 for career planning and .83 for career exploration.…”

Section: Methodsmentioning

confidence: 77%

The role of personality in adolescent career planning and exploration: A social cognitive perspective

Rogers

Creed

Glendon

2008

Journal of Vocational Behavior

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229

208

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Social cognitive career theory (SCCT) recognises the importance of individual differences and contextual influences in the career decision-making process. In extending the SCCT choice model, this study tested the role of personality, social supports, and the SCCT variables of selfefficacy, outcome expectations and goals in explaining the career readiness actions of career planning and exploration. The authors surveyed 414 Australian high school students in Years 10, 11 and 12. Career exploration was associated with goals and social supports, whereas career planning was associated with self-efficacy, goals, personality and an interaction term for goals and social support that indicated that levels of planning were highest when social support and goals were highest. Implications for parents, teachers and guidance counsellors as well as recommendations for future research directions are discussed.

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“…Part of this negotiation requires teachers to tune into their learners’ movement stories, connect with and build upon them. As emphases shift towards more social and less structured forms of movement participation across the lifetime (Hajkowicz et al, 2013; Hitchings and Latham, 2017), as a looming career begins to take on new meaning for young people (Patton, Watson and Creed, 2004), as the relevance of formal sport participation declines with age (Findlay, Garner and Kohen, 2009; Hitchings and Latham, 2017; Jeanes et al, 2018; Telford et al, 2016), we need to continue to create stories through quality experiences in physical education that are satisfying, challenging, inherently social, intrinsically rewarding and valued for their relevance (Beni, Fletcher and Ní Chróinín, 2017). As Kretchmar (2007: 375) notes, ‘most everybody agrees that people will return to activities they find meaningful’.…”

Section: Meaning-making In Physical Educationmentioning

confidence: 99%

Exploring a pedagogy for meaning-making in physical education

O’Connor

2018

European Physical Education Review

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This paper responds to calls for an exploration into pedagogies of meaning within physical education. Developing meaningful educational experiences in physical education for lifelong movement involves supporting students to explore their personal experiences in movement and to use these to derive a greater understanding of themselves and the world in which they live. Following a brief overview of the role of meaning-making in physical education, a case study is offered as a practical example for how reflection can be utilised to explore movement as meaningful. The case study presents a series of steps that provide detail about a meaning-making process undertaken during a physical education class. Data suggest that setting aside time for reflection and the generation of rich movement narratives aligned to a ‘first rush of movement’, can shed light on what students find meaningful ‘in’ movement in ways that link physical education to experiences across varying social and environmental contexts. Through giving priority to bodily understandings of movement as felt, sensory experience, participants ( n = 44) were able to express meaning across a wide range of movement contexts. I contend that the exploration of student meaning in physical education is engaging, informative, and serves to extend possibilities for what curriculum is seen as legitimate in physical education by/for whom. The paper sheds light on the use of embodied meaning-making stories as a potential springboard for further exploration and activity in physical education.

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Career Maturity of Australian and South African High School Students: Developmental and Contextual Explanations

Cited by 9 publications

References 26 publications

Influence of Gender on Career Readiness among Malaysian Undergraduates

Influence of Gender on Career Readiness among Malaysian Undergraduates

The role of personality in adolescent career planning and exploration: A social cognitive perspective

Exploring a pedagogy for meaning-making in physical education

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