Die rol van selfkonsep en identiteit in beroepskeuse
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Botha, Johannes Hendrik
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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