The effects of middle-school career intervention on students’ career readiness

Babarović, Toni; Dević, Ivan; Blažev, Mirta

doi:10.1007/s10775-019-09411-5

Cited by 15 publications

(12 citation statements)

References 40 publications

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“…It decreased high school students’ career decision-making difficulties, as hypothesis 2 predicted. These findings are consistent with the previous researches ( Lam and Santos, 2018 ; Babarović et al, 2020 ).…”

Section: Discussionsupporting

confidence: 94%

“…For Chinese high school students, career readiness is an essential step in the transition from high school to university, as subjects are chosen with a view to enter and select a major at university (Gu et al, 2020). Career maturity and vocational identity are regarded as equivalent to career readiness (Johnson et al, 2014;Babarović et al, 2020): in this context, maturity refers to individuals' readiness to make decisions about a future career (Savickas and Porfeli, 2011), and vocational identity refers to a component of career readiness; namely, establishing a commitment to career choices (Porfeli et al, 2011). Thus, career readiness could be measured by assessing career maturity and vocational identity.…”

Section: Career Readiness and Career Decision-making Difficultiesmentioning

confidence: 99%

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An Online Career Intervention for Promoting Chinese High School Students’ Career Readiness

Chen

Ling

et al. 2022

Front. Psychol.

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To assist Chinese high school students in improving their career readiness and tackling career decision-making difficulties, we designed a synchronous online career intervention based on the Cognitive Information Processing (CIP) theory during the Covid-19 pandemic. The online career intervention consisted of a series of career courses to develop high school students’ knowledge and skills in career planning, career assessments for exploring their vocational interests and academic self-concept, and a database providing basic information about university majors. To evaluate the intervention’s effectiveness, 957 10th grade students were recruited in the study, 601 participants (girls = 227, boys = 324) were randomly assigned to the experimental group (online career intervention), and 356 (girls = 159, boys = 197) participants were randomly assigned to the control group (no any career interventions). All participants completed a pre- and post-intervention assessment of their career maturity, vocational identity and career decision-making difficulties. Results indicated that the online intervention significantly increased high school students’ career readiness and reduced their career decision-making difficulties. The practical implications of this research for online career interventions directed at Chinese high school students are also discussed.

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Section: Discussionsupporting

confidence: 94%

Section: Career Readiness and Career Decision-making Difficultiesmentioning

confidence: 99%

An Online Career Intervention for Promoting Chinese High School Students’ Career Readiness

Chen

Ling

et al. 2022

Front. Psychol.

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“…It can be seen that there were mostly mixed results. Six of these studies used random assignment of participants to treatment and comparison groups (Cerrito et al, 2018;Di Fabio & Kenny, 2011;Ferrari et al, 2012;Glessner et al, 2017;Gu et al, 2020;Gulsen et al, 2021) whereas three had a quasi-experimental design implying no random allocation (Babarovic et al, 2020;Miles & Naidoo, 2017;Nota et al, 2016). As for the theoretical models underlying the interventions, Di Fabio and Kenny (2011) relied upon Mayer and Salovey's emotional intelligence model.…”

Section: Resultsmentioning

confidence: 99%

Efficacy of school-based career guidance interventions: A review of recent research

Sharapova

Zholdasbekova

Arzymbetova

et al. 2023

JEELR

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This paper aims to examine the impacts of career guidance interventions on school students’ career-related skills, knowledge and beliefs by combining relevant empirical studies conducted in the last 10 years. A random-effects meta-analytic technique was employed for this purpose. After screening, electronic databases using pre-defined eligibility criteria, nine studies involving a total of 1,433 participants were included in the final meta-analysis. The analysis yielded a weighted mean effect size of 0.42 (95% confidence interval = 0.19, 0.65; z = 3.61, p < 0.01) which may be construed as a moderate-to-high effect size with a significant difference between the treatment and control conditions at post-treatment. As a result, post-test career-related outcomes in students who received career guidance were significantly higher than in non-guidance groups. The results suggest that career interventions may provide some modest developmental progression in school-age children and adolescents particularly through improving learners’ career decidedness and attitudes such as future time perspective. These findings might have strategic implications for policy and practice. This paper extends past research on career guidance effectiveness by identifying the combined effect size of relevant career interventions.

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“…However, the fact of being practically absent in previous courses and concentrating on making academic and professional decisions leads us to think that students do not learn self-determination progressively; they do not become competent in decision-making. Based on the results obtained, this topic is still far from being integrated by schools into career guidance content (Andrei and Solberg, 2019;Babarović et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

“…It is about preventing vocational changes and the abandonment of university careers (Cano, Orejudo and Cortés, 2019). Stable and lasting positive effects have been found in interventions that introduce professional counseling with group and individual activities into school hours (Andrei and Solberg, 2019;Babarović et al, 2020). However, more varied technical resources are needed, such as interviews, talks, meetings with families, intervention programs with TIC resources and with other conventional materials (Rodríguez et al, 2018;Costa et al, 2020).…”

Section: Tutorial Action In Secondary Educationmentioning

confidence: 99%

Counselor-Perceived Teacher Actions Needed to Carry out Educational and Vocational Guidance in Secondary Schools in Spain

et al. 2021

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After analyzing the scientific literature referring to guiding actions developed in secondary education, there is an appreciable lack of research on process efficiency performed by teachers. This study explores the practice of tutoring, which in Spain is coordinated by counselors but the responsibility of teachers. An ad hoc semistructured questionnaire was designed, validated and applied within the framework of a collaboration agreement between professional institutions of counselors and researchers. The questionnaire was answered by 102 counselors who are heads of guidance departments because the insight of counseling experts was desired. The quantitative and qualitative data analyses indicated correlations between the profile of the counselors and the performance of tutoring, described the content and predominant intervention models and identified needs for improvement. A much more intensive and direct intervention by counselors is necessary in a system in which teachers are not trained enough and time dedicated to tutorial action is deficient. Notably, counselors coordinate and supervise tutoring, but they feel overwhelmed by the lack of concrete norms and their workload.

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The effects of middle-school career intervention on students’ career readiness

Cited by 15 publications

References 40 publications

An Online Career Intervention for Promoting Chinese High School Students’ Career Readiness

An Online Career Intervention for Promoting Chinese High School Students’ Career Readiness

Efficacy of school-based career guidance interventions: A review of recent research

Counselor-Perceived Teacher Actions Needed to Carry out Educational and Vocational Guidance in Secondary Schools in Spain

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