Berger Nathan, Hanham Jose, Stevens Catherine J, Holmes Kathryn
Centre for Educational Research, Western Sydney University, Kingswood, NSW, Australia.
MARCS Institute for Brain, Behaviour and Development, and School of Social Sciences and Psychology, Western Sydney University, Bankstown, NSW, Australia.
Front Psychol. 2019 Feb 13;10:255. doi: 10.3389/fpsyg.2019.00255. eCollection 2019.
Misalignment between career and education aspirations has been associated with poorer achievement during adolescence and unstable employment in adulthood. In this study, we evaluated whether a brief in-school intervention improved career decision self-efficacy and aspirational alignment. We sampled 211 teenagers living in disadvantaged areas of Western Sydney, Australia using a quasi-experimental non-equivalent groups design. Students completed pre- and post-questionnaires which measured aspirational alignment and career decision self-efficacy. Students in the intervention condition ( = 102) received automated feedback on the alignment of their career and education aspirations, as well as a career information pamphlet detailing the educational pathways to a range of popular careers. Students in the control condition completed both questionnaires but only received feedback and the pamphlet at the end of the study. The intervention improved alignment of career and education aspirations, as well as increased some dimensions of career decision self-efficacy. Students in the intervention group more frequently identified the correct qualification for their career aspiration in the post-questionnaire (57.9%) compared with the pre-questionnaire (48.1%). Students with misaligned aspirations in the intervention group reported higher self-efficacy for gathering occupational information and selecting goals following the intervention. There were no pre-post differences for students in the control condition. The practical significance of this study is that an easy, low-cost intervention can improve aspirational alignment between career and education aspirations, as well as aspects of career decision self-efficacy.
职业与教育抱负之间的不一致与青少年时期较差的学业成绩以及成年后不稳定的就业状况有关。在本研究中，我们评估了一项简短的校内干预措施是否能提高职业决策自我效能感以及抱负一致性。我们采用准实验非等效组设计，对居住在澳大利亚悉尼西部贫困地区的211名青少年进行了抽样。学生们完成了测量抱负一致性和职业决策自我效能感的前后调查问卷。干预组（n = 102）的学生收到了关于其职业与教育抱负一致性的自动反馈，以及一本详细介绍一系列热门职业教育途径的职业信息手册。对照组的学生完成了两份问卷，但仅在研究结束时收到反馈和手册。干预措施改善了职业与教育抱负的一致性，并提高了职业决策自我效能感的某些维度。干预组的学生在问卷后（57.9%）比问卷前（48.1%）更频繁地确定了与其职业抱负相符的正确资格。干预组中抱负不一致的学生在干预后报告说，他们在收集职业信息和选择目标方面的自我效能感更高。对照组的学生在前后没有差异。本研究的实际意义在于，一项简单、低成本的干预措施可以改善职业与教育抱负之间的抱负一致性以及职业决策自我效能感的各个方面。
