Vocational maturity: Its past, present, and future development

Bartlett, Willis E.

doi:10.1016/0001-8791(71)90023-6

Cited by 14 publications

(8 citation statements)

References 24 publications

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“…In another study, Bartlett (1971) translated the Heath (1965) study into vocational terms and concluded that the "more vocationally mature individual, when compared with the vocationally immature individual, would be less disturbed by threatening experiences, more personality competent and self-directing, more selfactualizing through achievement and more attracted to other people" (pp. [225][226].…”

mentioning

confidence: 99%

Career Maturity of Emotionally Maladjusted High School Students

Karayanni

1981

Vocational Guidance Quarterly

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confidence: 99%

Career Maturity of Emotionally Maladjusted High School Students

Karayanni

1981

Vocational Guidance Quarterly

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“…At this point, I will try to clarify or dispense with some of these barriers to better knowledge and higher quality service. For other points of view, you should read Bartlett (1971), Crites (1969), Super (1971), Roe (1956). The following collection of miscellaneous ideas is arranged in order of my irritation with them rather than in accordance with some rational scheme.…”

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confidence: 99%

Some practical remedies for providing vocational guidance for everyone.

Holland¹

1973

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After describing some current problems in vocational guidance and summarizing relevant knowledge and theory in the field, this paper presents some practical plans, materials, and ideas for providing more useful vocational assistance to people of all ages. The paper reviews such prominent vocational guidance approaches as vocational information and guidance systems, special programs for special populations, curricular materials, career education, and assorted assessment devices. The author believes that the understanding of careers requires both organizational and developmental strategies and models as bases for intervention. He INTRODUCTORY STATEMENT The Center for Social Organization of Schools has two primary objectives: to develop a scientific knowledge of how schools affect their students, and to use this knowledge to develop better school practices and organization. The Center works through three programs to achieve its objectives. Me Schools and Maturity program is studying the effects of school, family, and peer group experiences on the development of attitudes consistent with psychosocia] maturity. The objectives are to formulate, assess, and research important educational goals other than traditional academic achievement. The School Organization program is currently concerned with authority-control structures, task structures, reward systems, and peer group processes in schools. The Careers and Curricula program bases its work upon a theory of career development. It has developed a self-administered vocational guidance device and a self-directed career program to promote vocational development and to foster satisfying curricular decisions for high school, college, and adult populations. This report, prepared by the Careers and Curricula program, examines the current status of vocational guidance services and offers some practical ways, based on a single well-studied theory, to make guidance more effective and less costly.

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“…Career maturity can be defined as an individual's readiness to make wellinformed, realistic, age-appropriate career choices and decisions (King, 1989;Levinson, Ohler, Caswell, & Kiewra, 1998;Powell & Luzzo, 1998;Savickas, 1984). The career maturity of individuals without a disability has been studied extensively in the literature (Bartlett, 1971;Burkhead & Cope, 1984;Osipow, 1973;Super & Hall, 1978); however, researchers have stated the need for research on the career maturity of persons with a disability (Burkhead & Cope, 1984). Beauchamp and Kiewra (2004) noted that students with disabilities are in a vulnerable position when developing a suitable level of career maturity and that these students need "specifically tailored assessments and interventions" (p. 156).…”

Section: Career Maturitymentioning

confidence: 99%

An investigation of the relationship between career maturity, career decision self-efficacy, and self-advocacy of college students with and without disabilities

Walker¹

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Although much has been written about the relationship between career maturity and career decision self-efficacy of college students, the literature review provided no studies that investigated the relationship between career maturity, career decision selfefficacy, and self-advocacy; therefore the purpose of this study was to explore the relationship between career maturity, career decision self-efficacy, and self-advocacy of college students with and without disabilities. An increasing number of college students with disabilities are attending postsecondary institutions, and the figures are continuing to increase; however, students with disabilities earn lower grades in college than their peers without disabilities, take longer to complete their degrees, have higher dropout rates, and are more likely to be unemployed after college. This quantitative study responds to recent calls in the postsecondary literature for individuals with disabilities to be better prepared when they transition from college. Participants included 347 postsecondary students, 89 of whom reported having a disability. Primarily focused on students with disabilities, this study gathered information regarding postsecondary students' attitudes toward careers, beliefs in their ability to pursue careers, and their self-advocacy knowledge in order to investigate the relationship among them. This study provides empirical support that there is a relationship between career maturity, career decision self-efficacy, and selfadvocacy. The results of the correlation, MANOVA, ANOVA, and hierarchical regression analyses provided four major findings and implications. First, there was a positive correlation between career maturity, career decision self-efficacy, and self-advocacy of college students with and without a disability. Second, the results of the study indicated that students without a disability had higher levels of career maturity and self-advocacy than students with a disability; however, the self-efficacy scores were similar for students with and without a disability. Third, the results of the study focusing specifically on students with disabilities indicated that the career maturity of students who had a high v TABLE OF CONTENTS LIST OF TABLES.

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Vocational maturity: Its past, present, and future development

Cited by 14 publications

References 24 publications

Career Maturity of Emotionally Maladjusted High School Students

Career Maturity of Emotionally Maladjusted High School Students

Some practical remedies for providing vocational guidance for everyone.

An investigation of the relationship between career maturity, career decision self-efficacy, and self-advocacy of college students with and without disabilities

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