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1.
Balbinotti Marcos A.A. Tétreau Bernard 《International Journal for Educational and Vocational Guidance》2002,2(2):101-114
Abstract: Career education: A Brazilian study on transcultural validity of the Career Education Questionnaire. The purpose
of this study is to validate a Brazilian version of the Career Education Questionnaire (Questionnaire sur l'éducation à lacarrière) of Dupont and Gingras (1990) and to compare the results with those for the original Quebec and Spanish versions. A Brazilian
sample of 390 male and 499 female high school students is used to establish the psychometric properties of the instrument.
Results of item analysis, correlations between scales, and factor analysis obtained with this sample strongly corroborate
those obtained for the Quebec and Spanish samples. Future studies are needed to further investigate the cross-cultural validity
of the instrument.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
2.
Scott D. Sandstedt Richard H. Cox Matthew P. Martens D. Gant Ward S. Nicole Webber Starla Ivey 《Journal of Career Development》2004,31(2):79-93
Currently a sound and reliable measure of a student-athlete's career development does not exist. The purpose of this study was to develop a psychometrically sound instrument that measures the career situation of student-athletes. Participants for the study were 204 (138 male and 66 female) student-athletes from a large midwestern Division I university. A primary axis factor analysis using promax rotation revealed that five factors, named: Career Development Self-efficacy, Career versus Sport Identity, Locus of Control, Barriers to Career Development, and Sport to Work Relationship, accounted for 81.39% of the common variance in the data. The internal reliability of each factor of the Student-athlete Career Situation Inventory (SACSI) was established using Cronbach's alpha (.70 to .80). The criterion validity of the SACSI was investigated by regressing career experiences and gains on the five factors of the SACSI, resulting in significant squared multiple correlations (.17, .28). 相似文献
3.
Graham B. Stead Donna E. Palladino Schultheiss 《International Journal for Educational and Vocational Guidance》2010,10(2):73-88
The purpose of this study was to provide evidence of the construct and concurrent validity of the Childhood Career Development Scale’s (CCDS) scores among South African primary school children. Using a sample of 808 children in grades four through seven, evidence for the CCDS’s construct validity was provided using confirmatory factor analysis, with eight factors confirmed. Evidence for the CCDS’s concurrent validity was also presented by analyzing the relationship between subscales of the Childhood Career Development Scale and measures of self-esteem, locus of control, and children’s industry. The CCDS continues to emerge as a promising theoretically-driven assessment tool. 相似文献
4.
Mantak Yuen Norman C. Gysbers Raymond M.C. Chan Patrick S.Y. Lau Peter M.K. Shea 《High Ability Studies》2010,21(1):47-62
This article describes the development of an instrument – the Career and Talent Development Self‐Efficacy Scale (CTD‐SES) – for assessing students’ self‐efficacy in applying life skills essential for personal talent development, acquisition of positive work habits, and career exploration. In Study 1, data were obtained from a large sample of Chinese middle‐school students (N=15,113) in Grades 7–9 in Hong Kong. The CTD‐SES is an 18‐item questionnaire with subscales containing items that address students’ orientations toward developing their own talents, acquiring and applying positive work habits, and exploring their career possibilities. Evidence is provided for internal consistency, temporal stability, and factor structure of the CTD‐SES. Goodness of fit statistics provided support for a three‐primary‐factor‐plus‐higher‐factor model, and this solution was used in the statistical analyses. The data also indicated that students with plans for university study reported significantly higher scores than those without on all three domains of career and talent development. In Study 2 (N=308) Grade 10 high‐ability students’ scores in CTD‐SES were correlated with scores in career decision self‐efficacy and academic performance. The development and validation of CTD‐SES is the first step toward investigating career exploration, work habits, and talent development among Asian middle‐school adolescents. 相似文献
5.
AbstractThe aim of this study was to develop a valid and reliable instrument for evaluating students’ perceptions of their school’s key strengths, or school assets, using the positive adolescent development approach. To do this, we first created a scale after carrying out a review of the instruments already in use to evaluate school climate and aspects related to the school context which have been identified as factors that promote the socio-personal development and adjustment of adolescents. Secondly, expert judgement was sought to ensure the validity of the scale’s content. And finally, in order to analyse the psychometric properties of the scale, it was given to a sample of 2,400 adolescents (1,068 boys and 1,332 girls) aged 12–17 (M = 14.73, SD = 1.25) in secondary education in state and private schools in Western Andalusia. The results obtained endorsed the scale’s psychometric properties. The external and predictive validity of the instrument remains to be tested in future studies. 相似文献
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This article reports the results of a study examining the predictive validity of a computer attitude instrument. The researchers attempted to determine the extent to which this instrument predicts student learning. Data from two universities were collected using this instrument over a nine-year period and were sorted into three sets with a random n of 400 in each. Three procedures were performed. First, one set of data was used to develop a base model of prediction. Second, this model was used to calculate the predicted learning achievement scores for the other two sets of data. Finally, in those two sets of data, the means of the predicted and observed learning achievement scores were compared using inferential statistics. The predictive validity of the instrument was confirmed, as no significant differences were found between the mean predicted and observed learning outcome scores. 相似文献
8.
The Image of Science and Scientists Scale was developed to assess students' attitudes toward science. The instrument items are based on the 1957 summaries presented by Margaret Mead and Rhoda Metraux. The reliability of the instrument, using coefficient alpha, ranged from 0.76 in the pilot to 0.86 in the second phase of the study. Construct validity was obtained by comparing a science-oriented group versus a random sample to determine if the instrument could discriminate between the groups. With IQ controlled, the science group performed significantly higher (t = 2.58 ?p < 0.012). Furthermore, scores in ISSS contributed significantly to the prediction of science grades as determined by multiple regression analysis. 相似文献
9.
Considering the increasingly ubiquitous and frequent use of Facebook among college students, this study sought to explicate and unravel the salient determinants of Facebook use. Specifically, the main goal was to ascertain the factors influencing Collège d'enseignement général et professionnel (CEGEP) students’ Facebook use, for which a structural equation model was proposed to examine the relationships between constructs affecting this process. Using a recently proposed extended technology acceptance model, Dhammic Technology Acceptance Model (DTAM) for Facebook use, proposed by Teo and Jarupunphol [2015. Dhammic technology acceptance model (DTAM): Extending the TAM using a condition of attachment in Buddhism. Journal of Educational Computing Research, 52(1), 136–151. doi:10.1177/0735633114568859], we present results of the study using 233 completed survey data from a sample of CEGEP students in Montreal, Quebec. The DTAM was originally tested using a sample of Thai university students; this leads to a natural question as to whether this extended Technology Acceptance Model (TAM) model holds in a Western sample. The findings from the present study support the validity of the DTAM for explicating Facebook use, and add empirical evidence to the DTAM, according to which the condition of attachment exerts influence on Facebook use. The paper concludes with a discussion of the implications, limitations, and future extensions of the study. 相似文献
10.
Creed Peter A. Patton Wendy 《International Journal for Educational and Vocational Guidance》2003,3(1):21-33
A large sample (N =1,279) of high school students was assessedusing the Career Maturity Inventory (CDI-A;Lokan, 1984). The two composite scales ofCareer Development Attitude and CareerDevelopment Knowledge were examined in relationto age, gender and whether the students hadengaged in paid work experience. Levels ofcareer maturity increased with age, and ingeneral, females at all age levels reportedhigher levels of maturity than males. Studentswith paid work experience reported higherlevels of Career Development Attitude thanthose with no paid work experience. CareerDevelopment Knowledge was not associated withpaid work experience. Gender differences alsooccurred, with females with paid workexperience generally reporting higher levels ofcareer maturity than males with paid workexperience. Results are discussed in adevelopmental context. 相似文献
11.
A. G. Watts 《Prospects》1988,18(4):471-482
National Institute for Careers Education and Counselling (jointly sponsored by the Careers Research and Advisory Centre and by Hatfield Polytechnic). Research interests include careers guidance and the relationship between education and work. Has acted as a consultant to international organisations including the European Commission, OECD and Unesco. Books include Career Development in Britain, Work Experience in Schools,and Education, Unemployment and the Future of Work. 相似文献
12.
George Malandrakis Penelope Papadopoulou Costas Gavrilakis Athanasios Mogias 《The Journal of environmental education》2019,50(1):23-36
A scale was developed to assess primary school Teachers’ Self-Efficacy on Education for Sustainable Development (TSESESD). It includes four domains of competences: values and ethics, systems thinking, emotions and feelings, and actions. The scale development is consistent with key principles of educational and social psychology research. Nine hundred twenty-four (924) primary education student teachers and 88 in-service primary teachers participated in the study. Findings demonstrated that TSESESD has good psychometric properties, strong validity and reliability scores, adequate internal consistency (Cronbach α?=?0.97), and satisfactory mean inter-correlation of items within domains (M?=?0.78). TSESESD is considered a reliable instrument for teacher preparation programs aiming to develop primary school teachers’ self-efficacy in ESD. 相似文献
13.
JOSEPH F. McILVAINE 《Counselor Education & Supervision》1972,12(2):123-129
The study was designed to investigate whether coached clients, trained in objective rating techniques, were more consistent with the ratings of counselor educators when evaluating the counseling effectiveness of counselor trainees, as compared to the same ratings completed by non-coached clients using the same criterion. A sample of ten counselor trainees were each rated by two coached and two non-coached clients using the Counseling Evaluation Inventory. The results indicated that the coached clients significantly agreed with the criterion, while the non-coached clients exhibited bias and subjectivity in their ratings. 相似文献
14.
Student retention remains an ongoing concern for higher education institutions worldwide. In the present study, we examine the predictive utility of identity styles, professional identity and academic commitment to academic achievement. We asked 120 second-year students in the profession of engineering in an augmented degree programme to complete the Identity Styles Inventory, the Engineering Identity Factors Inventory and the Academic Commitment Scale. We found that a normative identity style predicted professional engineering identity and meaningfulness, which predicted the participants’ investments in their studies. Additionally, a diffuse-avoidant identity style negatively predicted professional identity, meaningfulness and satisfaction, which provides empirical evidence of the contribution of identity to academic commitment. None of the variables we studied predicted academic achievement. Our findings are relevant, given current debates on access, equity and decolonisation in higher education, because it suggests that students’ sense of identity largely influences whether they feel a sense of belonging at university. Although identity styles and meaningfulness are not significant direct predictors of academic achievement, they probably do have an indirect effect on academic achievement through their direct influence on investment. 相似文献
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The Professional Development Inventory, an instrument used in assessment centers sponsored by the National Association of Elementary School Principals, has recently been revised from a two- to a one-day process to reduce the time for those being assessed and for those assessing. This article reports a preliminary study to determine the validity and reliability of the instrument using field-based data from the first 113 candidates assessed. The assessment consists of thirteen skills assessed in twelve different simulated activities that principals might face in their daily duties. When finished, the artifacts produced during the simulations are then analyzed by trained assessors, scores entered into a computer data file, and results returned to the participants for direction in professional development. Preliminary results as reported indicate user satisfaction with the simplified process, construct validity for the thirteen skills, and a high degree of validity and reliability for the instrument. 相似文献
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18.
Elvira Repetto 《International Journal for Educational and Vocational Guidance》2001,1(1-2):107-120
One of Super's most important contributions has been his emphasis onthe fact that careers develop over a life span. He proposed thatcounsellors measure career development through the construct ofvocational maturity, by identifying the coping methods used in facing avocational task at each chronological age. To complement the constructof maturation as the central process in adolescent career development hedevised measures of career maturity, such as the Career DevelopmentInventory – School Form (CDI-SF). Adopting an integratedperspective akin to Super and the specific concepts he identified ascomprising Career Maturity, the author reviewed recent advances inguidance and counselling theories to lay the theoretical foundations forthe design of her Career Development Program: Tu Futuro Profesional– TFP (Your Future Career). This article shows that, althoughthe concept of career maturity has its limitations, the CDI can be usedto measure the outcome of the Program – TFP and to evaluate itseffectiveness. This procedure was used in a pre-post-test research with4991 Spanish students from the 7th to 11th grade. 相似文献
19.
Douglas C. Smith Michael Furlong Michael Bates John D. Laughlin 《Psychology in the schools》1998,35(1):1-15
Drawing upon research which conceptualizes anger as a multidimensional construct including three associated components—anger experience (affective anger), hostility (anger cognitions), and anger expression (aggression, assertion, and withdrawal)—the preliminary development of a Multidimensional School Anger Inventory (MSAI) for adolescents is described. This scale is a modification and extension of the School Anger Inventory and was developed to assess the affective, cognitive, and expressive aspects of anger using items having school-relevant content. Data were collected through personal interviews of 202 males from three different schools: School 1 included general education students in a parochial school in grades 6 through 12; School 2 included students attending general education or mainstreamed special education classes at a public intermediate school; and School 3 included students participating in a public day treatment program for youths with serious emotional disturbance. Scale development is discussed focusing on item development and scale refinement through item and factor analyses. Four factors were identified that accounted for 43.3% of the common variance. Anger Experience, Cynical Attitudes, and Anger Expression were identified as major clusters with the anger expression items bifurcating into Destructive Expression and Positive Coping components. The resulting 31-item scale has strong psychometric qualities and appears to have promise for use in research, treatment planning, and outcome evaluations. © 1998 John Wiley & Sons, Inc. 相似文献
20.
Gunnar Schedin Kerstin Armelius 《International journal for the advancement of counseling》2008,30(3):189-201
This exploratory study addresses differences in self-image as a client characteristic in career counselling by using the Structural
Analysis of Social Behaviour (Benjamin, L., Journal of Consulting and Clinical Psychology, 64(6), 1203–1212, 1996; Benjamin, L., Journal of Personality Assessment, 66(2), 248–266, 1996) and an adaptation (Andersson, W.P, and Niles, S.P., The Career Development Quarterly, 48(3), 251–263, 2000) of the Therapist Intention List (Hill C. E and O’Grady K. E., Journal of Counseling Psychology, 32(1), 3–22, 1985; Hill et al., Journal of Counseling Psychology, 35(3), 222–233, 1988). Expected and experienced behaviour of self and other, recalled helpful and non-helpful events during sessions, and evaluation
of sessions were compared between two clients with identified positive self-image and two clients with identified negative
self-image. The results indicated that the clients with a positive self-image compared to clients with a negative self-image
expected more positive behaviours and experienced more positive in-session behaviours from both themselves and from the counsellor;
they recalled more positive and fewer negative events in-session and they evaluated their session more positively. Implications
for career counselling are discussed. 相似文献