Effects of Academic Ability and Gender on Career Development

Abstract

This investigation explored the effects of academic ability and gender on career maturity. Groups of gifted, regular curriculum, and special learning needs students were compared. Level of academic ability appeared to exert a strong positive effect on career maturity. Although gender dfferences were anticipated, the scores for male and female groups were almost equal. The results are discussed within the context of clarifying the career development needs of gifted students.

Career Maturity of Young Gifted Adolescents: A Replication Study

“…Gifted students were not higher in vocational identity than their peers in the regular curriculum. This finding is not consistent with findings of Kelly and Colangelo (1990) of higher career maturity for gifted students. What can explain the failure to replicate these previous findings?…”

“…What can explain the failure to replicate these previous findings? Close examination of the Kelly and Colangelo (1990) study reveals that their sample was recruited from a single school and a single global measure of career maturity was used. In the present study, a more heterogeneous sample of students was attained by including students from two schools in two separate school corporations.…”

“…This theory-based proposition has received some empirical support. Kelly and Colangelo (1990) found that junior high school students in a gifted program were higher in career maturity than students in the regular curriculum. Kelly and Cobb (1991) studied the career maturity of a group of young gifted adolescents attending a summer academic program.…”

Specialized Counseling Services for Gifted Youth and Their Families: A Needs Assessment

“…Educational and Career Development Gifted adolescents also have a distinct pattern of career development. High academic talent has been reliably associated with career maturity (Kelly, 1992; Kelly & Colangelo, 1990). Gifted students begin to consider occupational options as early as elementary school and have more extensive knowledge of careers than their peers not identified as gifted (Kelly & Cobb, 1991).…”

The Effects of Parents-Children Relationship Factors on Gifted Adolescents' Career Maturity : Focusing on Gender, Secondary School Level, and Comparison with Regular Adolescents

“…자신의 관심 및 재 능분야를 조기에 인지하여 관련 활동에 참여하고 진학을 결정하지만 여전히 직장과 진로문제 가 여전히 가장 고민스러운 부분이라는 KAIST 입학생들의 응답도 이와 맥을 같이한다고 볼 수 있을 것이다 (심재영, 박은영, 2003). (김유미, 유순화, 2007;유순화 외, 2006;이재호, 최승 희, 2014;Kelly & Cobb, 1991;Kelly & Colangelo, 1990;Marshall, 1981;Milgram & Hong, 1999 (Renzulli, 1977;Renzulli & Reis, 1991), 펠드휴슨의 퍼듀 3단계 심화학습 모형 (Feldhusen & Kolloff, 1986 을 가능성이 있으므로 (황희숙 외, 2010;Clark, 1992;Colangelo, 1991;Greene, 2002;Kerr, 1991;Novack & Novack, 1996;Stewart, 1999) …”