Browsing by Author "Miles, Jean"

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    The impact of a career development programme on the career self-efficacy and academic motivation of grade 11 learners from diverse socio-economic backgrounds
    (Stellenbosch : Stellenbosch University, 2015-12) Miles, Jean; Naidoo, Anthony V.; Stellenbosch University. Faculty of Arts and Social Sciences. Department of Psychology.
    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.