The impact of a career development programme on the career self-efficacy and academic motivation of grade 11 learners from diverse socio-economic backgrounds

Miles, Jean (2015-12)

Thesis (PhD)--Stellenbosch University, 2015

Thesis

ENGLISH ABSTRACT : This study was borne out of an attempt to alleviate and heighten awareness of the problems experienced by South African youth in making effective, informed career decisions. A career development programme, with a sound empirical basis, was considered as an alternative to the traditional career interview approach in assisting large numbers of young people with career development. The goal of this study was to determine the effect of a career intervention programme on the career decision-making self-efficacy (CDMSE) and academic motivation of Grade 11 learners at three schools with diverse socio-economic backgrounds in the East London district. In addition, the correlative relationship between CDMSE and academic motivation was investigated. Using a quasi-experimental design, measurements were taken at a pre-test, post-test and a follow-up occasion eight weeks after the completion of the programme. The sample comprised of 222 learners who formed an intervention group and a control group. The intervention group attended the career development programme which was conducted once a week over a period of six weeks. The control group was not exposed to the intervention. The study demonstrated that the CDMSE of the intervention group improved significantly subsequent to the career intervention programme underscoring the value of the career intervention programme. While the present study’s findings lend further support to the notion of CDMSE being a malleable construct that can be enhanced during a six-week intervention, the additional needs of learners from low SES backgrounds were highlighted. Although the current study demonstrated varying results, it seems that the time period of the programme was not long enough to bring about the process of enhancing motivation. The relationship found between CDMSE and academic motivation validates interventions using these two constructs and the need for further research to establish the moderating variable in this relationship. This study has verified that a career development programme, designed for the South African context, can serve as an essential tool to help high school learners from different socio-economic backgrounds enhance their career maturity expressed in terms of their career decision-making self-efficacy and their academic motivation.

AFRIKAANSE OPSOMMING : Hierdie studie is ‘n poging om bewustheid te kweek vir die probleme wat Suid-Afrikaanse jeug beleef om effektiewe en ingeligte beroepskeuses te maak. ‘n Beroepsontwikkelingsprogram, met ‘n grondige empiriese basis, is oorweeg as ‘n alternatief vir die tradisionele beroepsonderhoud-uitgangspunt om jongmense te help met beroepsontwikkeling. Die doel van hierdie studie was om te bepaal wat die uitwerking is van ‘n beroepsingrypingsprogram op die doeltreffendheid van die maak van beroepskeuses (CDMSE) en akademiese motivering van Graad 11-leerders by drie verskillende skole met diverse sosio-ekonomiese agtergronde in die Oos-Londen distrik. Bo en behalwe dit, is die verband tussen CDMSE en akademiese motivering ook ondersoek. Deur die gebruik van ‘n kwasi-eksperimentele ontwerp, is metings geneem tydens ‘n voor-toets, na-toets en ‘n opvolgsessie agt weke na voltooing van die program. Die steekproef het bestaan uit 222 leerders wat beide die ingrypingsgroep en kontrole-groep ingesluit het. Die ingrypingsgroep het ‘n beroepsontwikkelingsprogram een keer per week oor ‘n periode van ses weke bygewoon. Die kontrole-groep is nie aan die ingryping blootgestel nie. Die studie het getoon dat die CDMSE van die ingrypingsgroep beduidend verbeter het nadat hulle die ingrypingsprogram gevolg het, wat die waarde van die ingrypingsprogram beklemtoon. Behalwe dat die huidige studie se resultate ondersteuning bied aan die idee dat CDMSE ontwikkelbaar is en gedurende ‘n ses-week-periode se ingryping versterk kan word, is die addisionele behoeftes van leerders van lae SES-agtergronde ook uitgelig. Alhoewel die huidige studie wisselende resultate toon, blyk dit dat die tysduur van die program nie lank genoeg was om die proses van verhoogde motivering tot stand te bring nie. Die verband tussen CDMSE en akademiese motivering bevestig ingrypings waarin hierdie twee konstrukte geteiken word, sowel as die behoefte aan verdere studie om die modererende veranderlike in hierdie verhouding vas te stel. Hierdie studie het bevestig dat ‘n beroepsontwikkelingsprogram, ontwerp vir die Suid-Afrikaanse konteks, as ‘n noodsaaklike instrument gebruik kan word om hoërskoolleerders van verskillende sosio-ekonomiese agtergronde te help om hulle beroepsvolwassenheid te verhoog in terme van effektiewe beroepskeuses en akademiese motivering.

Please refer to this item in SUNScholar by using the following persistent URL: http://hdl.handle.net/10019.1/97917
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