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Objective To investigate the teaching effect of career planning course in medical students through questionnaire survey and interview.Methods A total of 54 medical students of the classes of 2017 and 2018 were selected as research subjects,and the career planning course was implemented.Questionnaire survey and interview were performed before and after teaching to measure career maturity index and evaluate the teaching effect of this course.SPSS 15.0 was used for data processing,The t-test was used for comparison before and after teaching.Results All medical students had significant increases in the scores of self-recognition,occupational understanding,information application,personal adjustment,and professional attitude after teaching.As for information application,the score of career maturity was (3.71 ± 0.99) before teaching and (4.01 ± 0.93) after teaching,and there was a significant change after teaching (P=0.015),while there were no significant changes in the other dimensions after teaching.Male students had significandy higher scores of self-recognition,occupational understanding,personal adjustment,and professional attitude than female students,while female students had a significantly higher score of information application than male students.There was a significant difference in professional attitude between male and female students (P＜0.05).Conclusion The career planning course for medical students can provide help and inspiration for career development,but some of the teaching contents needs to be optimized and improved.
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Objective To explore the perception of clinical learning environment,career maturity,and professional identity as well as their associations among 3+2 nursing undergraduates.Method Totally 198 3+2 nursing undergraduate students from two provincial medical colleges in Shandong province were enrolled.Results Mean scores for clinical learning environment,career maturity and professional identity were (3.44 ± 0.54),(3.31 ± 0.37) and (3.63 ± 0.62),respectively.Clinical learning environment and career maturity (P＜0.001) were positivelyassociated with 3+2 nursing undergraduates' professional identity.Conclusions Clinical learning environment,career maturity and professional identity of 3 +2 nursing undergraduates areat a moderate level.Interventions to facilitate clinical learning environments and career maturity will foster the growth of professional identity.
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Objective: For nursing students, career maturity –an individual’s readiness to cope with career development tasks and make age-appropriate career decisions– is an essential factor influencing their desire to continue the job after qualifying as a nurse. Although job security as motivation to become a nurse might influence the career maturity of nursing students, it has not been demonstrated. In this study I aimed to elucidate the correlation between job security as motivation and career maturity among Japanese nursing students.Patients and Methods: This study was conducted in 2012, through an anonymous, self-administered questionnaire, on 237 Japanese nursing students. Data on career maturity, job security as motivation, and personal characteristics were collected followed by data analysis using multiple regression.Results: Job security as motivation (“A nursing job is not affected by the economic climate”) was significantly correlated with career maturity (β = −0.29; p < 0.001).Conclusion: This study demonstrated that being motivated by job security negatively affects career maturity. Hence, at an early stage, basic nursing educators should identify nursing students with low career maturity by assessing whether they are motivated by job security, and if so, efficiently providing support to improve their career maturity.
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Objective To investigate and analyze the status of psychological stress and career maturity of nursing postgraduates to study the relationship between psychological stress and career maturity. Methods A total of 556 full-time postgraduates were chosen as the research objects, the psychological stress and career maturity questionnaires of the postgraduates were used for the self-assessment survey analysis of the status of psychological stress and career maturity of 6 different colleges and universitiespostgraduates. SPSS17.0 was conducted to sort and analyze data. Results The status of investigation: the total score of career maturity of the postgraduates was 66.50 ± 9.80, average score for 2.02±0.30, and professional self-knowledge score was significantly higher in 9 dimensions. The total score of psychological stress was 101.50±14.37, average score for 3.17±0.45, and professional development in 8 dimensions was under the most pressure.The analysis of influence factors: the factors of career maturity including , professional attitude, professional orientation and planning and scientific research consciousness (F=4.988, F=8.087, F=4.573, P < 0.05);the factors of psychological stress including native place, professional attitude, professional orientation and planning (t=6.020, F=3.518, F=7.913, P<0.05). There was a negative correlation relationship between psychological stress and career maturity of the postgraduates(r=-0.208, P < 0.05). Conclusions The level of career maturity is low, and there is moderate psychological pressure of the postgraduates. The results show that the level of career maturity can be negative predict by psychological stress. Under the guidance of professional competence to strengthen the overall quality of training can effectively relieve the negative impact of psychological stress on career maturity.
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Este estudo teve por objetivo verificar a relação existente entre maturidade de carreira e nível socioeconômico em estudantes de Ensino Médio. Participaram do estudo 265 estudantes, com idades entre 14 e 20 anos, oriundos de duas escolas (uma particular e outra pública). Foram aplicados dois instrumentos: uma versão adaptada do Inventário de Maturidade de Carreira -forma C (Adaptabilidade) [Career Maturity Inventory - Form C (Adaptability Form)] e um questionário sociodemográfico. Para avaliar o nível socioeconômico foram consideradas a renda familiar e a escolaridade dos pais. Os dados foram analisados por meio de correlações de Pearson, testes t e análise de variância. Observou-se ausência de correlação significativa entre as variáveis maturidade de carreira e nível socioeconômico. Conclui-se que a maturidade de carreira do adolescente em momento de escolha profissional possivelmente está associada a outros fatores que não somente a questão socioeconômica familiar
This study aimed at identifying the relationship between career maturity and socioeconomic status of high school students. The study included 265 students, aged between 14 and 20 years old, from two schools (one public and one private). Two instruments were applied: the adapted version of the Career Maturity Inventory - Form C (Adaptability Form) and a sociodemographic questionnaire. Socioeconomic level was assessed considering the family income and the parents' education. Data were analyzed using Pearson correlations, t-tests and analysis of variance. Results indicated no significant correlation between career maturity and socioeconomic status. It was concluded that career maturity of adolescents facing a career choice is possibly associated with other factors, and not only the socioeconomic situation of the family
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Social Class , Career Choice , Vocational Guidance , Adolescent , Decision MakingABSTRACT
Este estudo investiga a maturidade para a escolha da carreira em adolescentes de um serviço-escola de orientação profissional, considerando o perfil sociodemográfico e sua evolução após intervenção. Os dados foram obtidos dos registros das intervenções realizadas com 748 adolescentes com idades entre 14 e 21 anos. Avaliados com a Escala de Maturidade para Escolha Profissional (EMEP), a maioria dos sujeitos foi classificada com nível de maturidade abaixo de médio no início do atendimento. Os resultados da comparação da maturidade antes e depois da intervenção, com 492 dos adolescentes, mostraram que a intervenção favoreceu significativamente o desenvolvimento da maturidade para a escolha profissional.
This study investigates the maturity for career choice among adolescents attending a career guidance service, considering sociodemographic profile and its development after intervention. Data were obtained from records of interventions with 748 adolescents aged between 14 and 21 years old. Evaluated with Career Choice Maturity Scale (Escala de Maturidade para a Escolha Profissional, EMEP), most subjects were classified with level of maturity below average at the beginning of the intervention. The results of the comparison of maturity before and after the intervention, with 492 adolescents, showed that the intervention significantly enhanced the development of maturity for career choice.
Este estudio investiga la madurez para la elección de carrera entre los adolescentes en un servicio de orientación profesional, teniendo en cuenta el perfil sociodemográfico y su evolución después de la intervención. Los datos se obtuvieron de los registros de las intervenciones con 748 adolescentes de edades comprendidas entre 14 y 21 años. Evaluada por la Escala de Madurez de Elección Profesional (EMEP), la mayoría de los sujetos fueron clasificados con nivel de madurez debajo de la media en el inicio del servicio, señalando variaciones en el nivel medio del las subescalas de responsabilidad e independencia. Los resultados de la comparación de la madurez antes y después de la intervención, con 492 adolescentes, mostraron que la intervención mejoró significativamente el desarrollo de la madurez para la elección de carrera.
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Humans , Male , Female , Adolescent , Young Adult , Vocational GuidanceABSTRACT
ObjectiveTo investigate the developmental status and their relationship of self-supporting personality and career maturity of medical students.Methods450 medical students were surveyed by self-supporting personality scale and career maturity questionnaire.Descriptive statistical analysis,t-test,correlation analysis and regression analysis were used to do data analysis.Results ( 1 ) Most dimensions of self-supporting personality such as personal initiative,interpersonal initiative,interpersonal flexibility and personal responsibility were positively related to the career maturity ( r=0.53,P＜0.01 ; r=0.49,P＜0.01; r=0.46,P＜0.01 ; r=0.45,P＜ 0.01 ).(2)Career maturity of medical students can be positively predicted by several dimensions of self-supporting personality ( R2 =0.49,F=60.10,P＜ 0.01 ).ConclusionThe career maturity of medical students is closely associated with their self-supporting personality.
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As crenças atribucionais têm sido descritas pelas teorias vocacionais como um dos factores psicológicos determinantes para o desenvolvimento da maturidade e adaptabilidade vocacional. O presente estudo teve como objectivo analisar as características psicométricas e as capacidades discriminativas de uma nova escala para a avaliação das crenças atribucionais em relação à carreira, a Escala de Atribuições de Carreira (EAC). O resultado das análises permitiram identificar três componentes principais associadas à dimensão de causalidade (causalidade interna, causalidade interna associada ao fracasso e causalidade externa). Os índices de precisão para estas escalas foram considerados adequados. A análise dos resultados por subgrupos da amostra indicou uma tendência para os rapazes utilizarem mais estratégias atribucionais de tipo externo do que as raparigas.
Attributional beliefs have been described by vocational literature as a determinant psychological factor for the development of career maturity and adaptability. The objective of the present study was to analyze the psychometric and discriminating properties of a new instrument devised to assess the attributional beliefs related to career, the Career Attributional Scale. The study involved 620 students, out of which 320 from grade 9 and 300 from grade 12. The principal component analysis allowed the identification of three major components associated with the dimension of causality (internal causality, internal causality associated with failure and external causality). Reliability coefficients of the main scales of EAC were satisfactory. The analysis of results by subgroups showed that boys tended to use more external attributional strategies than girls.
Las atribuciones han sido descritas por las teorías vocacionales como uno de los factores psicológicos determinantes en el desarrollo de la madurez y adaptabilidad vocacional. El presente estudio examinó las propiedades psicométricas de un nuevo instrumento para la evaluación de las atribuciones con relación a la carrera, la Escala de Atribuciones sobre la Carrera (EAC). El resultado de los análisis permitieron identificar tres componentes principales asociados a la dimensión de causalidad (causalidad interna, causalidad interna asociada al fracaso y causalidad externa). Los índices de precisión para estas escalas fueron considerados adecuados. El análisis de los resultados por subgrupos de la muestra indicó una tendencia de los jóvenes a utilizar más estrategias de atribuciones de tipo externo que las jóvenes.
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Career Mobility , Vocational GuidanceABSTRACT
O Modelo de Avaliação e Orientação de Carreira proposto por Donald Super (C-DAC Model) traduz a sua teoria do desenvolvimento de carreira em termos práticos. Após décadas de pesquisas teóricas, Donald Super criou um modelo de avaliação e orientação que utiliza os principais conceitos de sua teoria, tais como, a maturidade de carreira, saliência dos papéis e autoconceitos, contribuindo para que os orientadores profissionais possam auxiliar as pessoas a resolverem os seus problemas de carreira de forma integradora. Este modelo auxilia na compreensão dos determinantes objetivos e subjetivos do desenvolvimento de carreira, superando o modelo tradicional de orientação de carreira que se baseia fundamentalmente nos modelos de combinação (matching models). O presente artigo tem como objetivo descrever as características e as etapas deste modelo de avaliação e orientação de carreira, além de discutir as suas implicações práticas para os orientadores de carreira.
The Career Developmental Assessment and Counseling model proposed by Donald Super (C-DAC Model) reflects his career development theory in practice. After decades of theoretical research he developed important concepts such as: career maturity, role salience in work and self concept. Donald Super created a new career assessment and counseling model that is based on the main concepts of his theory so helping career practitioners and counselors to guide their clients in dealing with their career problems in an integrating way. This model helps to understand the objective and subjective determinants of career development, reaching beyond the traditional models that are mainly based on matching models. This paper aimed at describing and discussing the principal characteristics and procedures proposed by Super´s Model and its practical implications for career counseling.
El modelo de evaluación y orientación de Carrera propuesto por Donald Super (C-DAC Model) pone en términos prácticos su teoría de desarrollo de carrera. Después de décadas de investigaciones teóricas Donald Super creó un modelo de evaluación y orientación que utiliza los principales conceptos de su teoría, tales como madurez de carrera, destaque de los papeles y autoconceptos, contribuyendo para que los orientadores profesionales puedan auxiliar a las personas a resolver sus problemas de carrera de forma integradora. Este modelo facilita la comprensión de los determinantes objetivos y subjetivos del desarrollo de carrera, superando al modelo tradicional de orientación de carrera que se basa fundamentalmente en los modelos de combinación (matching models). Este trabajo se propone describir las características y las etapas de este modelo de evaluación y orientación de carrera, además de discutir sus implicaciones prácticas para los orientadores de carrera.
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Career Choice , Career Mobility , Evaluation Studies as TopicABSTRACT
Objective: To explore the relation among new graduates’ career maturity, work value,adaptation status and work performance. Methods: Chinese Student Career Maturity Inventory and Work Value Inventory for College Students were used to test 257 new employees’ career maturity and work value. Job Satisfaction, Role Ambiguity, Role Conflict and Turnover Intention Scales were administered to the employees 3 months later to assess the adaptation status. Their job performance data were collected at the same time with adaptation status, and were collected again after 1 year. Results: ①Sub-factors of career maturity and work value can predict adaptation status, including job satisfaciotn, turnover intention, role ambiguity and role conflict; ②Work value dimension of Reputation, performance after 3 months of joining the company, role ambiguity can significantly predict performance after one year. Conclusion: Newly graduated employees’ work value, career maturity can be predicted by adaptation status and job performance. Further follow-up studies are need for the influence of long-term work.