Die rol van selfkonsep en identiteit in beroepskeuse

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.