Developing a Career Development Self-Efficacy Instrument for Chinese Adolescents in Hong Kong

Yuen, Mantak; Gysbers, Norman C.; Chan, Raymond M. C.; Lau, Patrick S. Y.; Leung, Thomas K. M.; Hui, Eadaoin K. P.; Shea, Peter

doi:10.1007/s10775-005-2126-3

Cited by 28 publications

(30 citation statements)

References 35 publications

(35 reference statements)

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“…The present data suggested that Hong Kong adolescents had some but not strong confidence in their personal-social development. The gender and educational aspiration differences as reported are consistent with studies on self-efficacy and personalsocial development of adolescents in Hong Kong (e.g., Shek et al, 2001;Yuen et al, 2005).…”

Section: Discussionsupporting

confidence: 87%

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Assessing the Personal-Social Development of Hong Kong Chinese Adolescents

Yuen

Hui

Lau

et al. 2006

Int J Adv Counselling

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A 60-item measure, the Personal-Social Development Self-Efficacy Inventory (PSD-SEI) was developed to assess personal-social development self-efficacy among adolescents in Hong Kong. The PSD-SEI was administered to 6,776 Grade 10 -13 students in Hong Kong. Principal components analysis with varimax solutions yielded seven meaningful factors: 1. Self-Realization, 2. Leadership and Teamwork, 3. Emotional, Physical and Social Wellness, 4. Interests and Life Goals 5. Relationships, 6. Avoiding Drugs, Excessive Drinking and Smoking, and 7. Finance and Self-Care. Reliability analyses showed that the total scale and subscales were internally consistent. The data suggested that Hong Kong adolescents had some but not strong confidence in their personal-social development. Boys were more confident in self-realization and maintaining wellness; girls were more confident in leadership and teamwork, relationship with the opposite sex, and Int J Adv Counselling (2006) 28: 317-330 avoiding drugs, excessive drinking, and smoking. This study is the first attempt to develop and validate a personal-social development self-efficacy measure for Chinese adolescents. Further research and applications of the PSD-SEI for the quality enhancement of personalsocial development programmes in schools are discussed.

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Section: Discussionsupporting

confidence: 87%

“…Data related to career development have been previously reported elsewhere (Yuen et al, 2005). This article presents the development and initial validation of an assessment instrument to assess personal-social development self-efficacy of Chinese adolescents in Hong Kong.…”

Section: The Hong Kong Contextmentioning

confidence: 99%

Assessing the Personal-Social Development of Hong Kong Chinese Adolescents

Yuen

Hui

Lau

et al. 2006

Int J Adv Counselling

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“…Lapan, Gysbers and Sun 1997;Lapan, Gysbers and Petroski, 2001;Sink and Yillik-Downer, 2001). In Hong Kong, based on the comprehensive guidance programme model developed by Norman Gysbers in the United States, the Life Skills Development Team (consisting of researchers, counsellors, counsellor trainers and educational psychologists) developed a life skills guidance curriculum, together with instruments for assessing students' self-efficacy in applying life skills in areas of academic, personal-social and career development (Yuen, Gysbers, Chan, Lau, Leung, Hui and Shea, 2005;Yuen, Hui, Lau, Gysbers, Leung, Chan and Shea, 2006). With the support of the Research Grant Council Hong Kong, the team further devised an instrument -the Comprehensive Guidance and Counselling Programme Inventory (CGCPI) to enable teachers, guidance personnel and administrators to determine the extent to which guidance and counselling activities were being implemented in the local schools, and to detect any gaps or weaknesses in current provision.…”

Section: Introductionmentioning

confidence: 99%

Comprehensive Guidance and Counselling Programmes in the Primary Schools of Hong Kong: Teachers' Perceptions and Involvement

Yuen

Chan

Lau

et al. 2007

Pastoral Care in Education

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This article describes teachers' and Life Education Coordinators' perceptions of, and involvement in, the guidance and counselling activities in primary schools in Hong Kong. Respondents who completed a survey questionnaire comprised 367 class teachers and 66 Life Education Coordinators from 82 primary schools. The results indicated that guidance and counselling activities (including guidance curriculum, individual planning, responsive services, and system support) were being implemented in their schools to some reasonable extent. Some differences between teachers and Life Education Coordinators in terms of their involvement and perceptions are discussed. The survey identified a major weakness in the present guidance system in that many teachers who are involved in, and responsible for, implementing a guidance curriculum do not have any training in guidance work. Implications are discussed.

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“…Whereas Yuen and associates' (Yuen et al, 2004) paper addressed the issue of cultural specificity, other papers explored psychometric issues that arose in cultural validation studies. Sverko and Babarovic (2004), for instance, reported on research using a Croatian version of Holland's (1994) Self-Directed Search.…”

mentioning

confidence: 99%

Cross-Cultural Perspectives on Career Assessment

Watson

Duarte

Glavin

2005

The Career Development Quarterly

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The authors present an overview of the discussion and presentations that took place concerning techniques and assessment in educational and vocational guidance at the recent symposium International Perspectives on Career Development. Two topics were examined. The 1st focused on the theoretical foundations of and psychometric issues in career assessment. The 2nd focused on the practice of career assessment and the use of career measures, particularly in cultural contexts for which the measures were not originally developed.Participants in the 2004 symposium, International Perspectives on Career Development, that was sponsored by the International Association for Educational and Vocational Guidance and the National Career Development Association explored issues and outcomes that differentiate career development practices in different nations. One of the designated discussion groups focused on issues of techniques and assessment in educational and vocational guidance. In this article, we report on the general discussion and specific presentations of participants from eight countries: Canada, China, Croatia, Portugal, South Africa, Switzerland, the United Kingdom, and the United States.The discussion and presentations on techniques and assessment in career psychology addressed a wide range of issues that can be grouped into two main areas: the development of career measurement and the practice of career assessment. The first area explored both the theoretical foundations of career assessment and the psychometric issues in test development. The discussion on the practice of career evaluation and assessment focused on the issues of qualitative and quantitative career assessment and the use of career tests in cultural contexts for which they were not originally developed. These two areas of discussion and presentation are described below. They are followed by a summary of the group's conclusions concerning career assessment. The Development of Career AssessmentThe broader level of group discussion and individual presentation initially focused on the nature of career assessment and the definition of culture. Defining the terminology seemed a logical step in setting parameters

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Developing a Career Development Self-Efficacy Instrument for Chinese Adolescents in Hong Kong

Cited by 28 publications

References 35 publications

Assessing the Personal-Social Development of Hong Kong Chinese Adolescents

Assessing the Personal-Social Development of Hong Kong Chinese Adolescents

Comprehensive Guidance and Counselling Programmes in the Primary Schools of Hong Kong: Teachers' Perceptions and Involvement

Cross-Cultural Perspectives on Career Assessment

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