NWU Institutional Repository

Die rol van selfkonsep en identiteit in beroepskeuse

Loading...
Thumbnail Image

Date

Authors

Botha, Johannes Hendrik

Journal Title

Journal ISSN

Volume Title

Publisher

Potchefstroom University for Christian Higher Education

Abstract

The purpose of this research was to determine the connection between the self-concept, identity and career decision-making self-efficacy of Afrikaans-speaking high school pupils in the senior secondary phase. The part played by decision-making style, fear of commitment, IQ and scholastic achievement was also examined. The target group consisted of 156 std 9 boys and 229 std 9 girls. The self-concepts of the pupils were determined by implementing existing questionnaires, whilst identity was evaluated by means of a translated and adapted version of the "Objective Measure of Ego-identity Status". Decision-making style was assessed by applying an instrument developed by the researcher. The fear of commitment of the target group was assessed by using a translated and adapted version of the "Fear of Commitment Scale'. Furthermore the IQ of the pupils were tested with a standardised group test, and the average scholastic achievement was also taken into account. The results of the above-mentioned tests were correlated with the career decision-making self-efficacy of the pupils, which was determined with a translated and adapted version of the "Assessment of Career Decision-making Self-efficacy". The study could discover no significant connections between the non-academic self-concept, IQ and average scholastic achievement and the career decision-making self-efficacy of the target group. Significant correlations were, however, found between academic self-concept, identity, decision-making style and fear of commitment and the career decision-making self-efficacy of the std 9 pupils. In this research achieved identity was identified as the variable that made the greatest contribution of all the sub-set projections regarding the career decision-making self-efficacy of the target group. It was recommended that the educational department, in co-operation with teacher advisers at educational aid centres, should develop self-concept and identity enrichment programmes for implementing at school level. The questionnaires which were developed in this research could be used to identify pupils in need for the above-mentioned programmes. Furthermore, parental guidance groups should be founded to enable teacher advisers at educational aid centres to inform parents about the importance of a positive self-concept and identity development of their children.

Description

Proefskrif (PhD)--PU vir CHO, 1994

Keywords

Citation

Collections

Endorsement

Review

Supplemented By

Referenced By