Bozgeyikli, HasanBacanlı, FerideDoğan, Hüseyin2023-03-052023-03-052009Bozgeyikli, H., Bacanlı, F., Doğan, H., (2009). İlköğretim Sekizinci Sınıf Öğrencilerinin Mesleki Karar Verme Yetkinliklerinin Yordayıcılarının İncelenmesi. Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 21, 125-136.2667-4750https://hdl.handle.net/20.500.12395/45604Bu araştırmanın amacı, ilköğretim 8. sınıfa devam eden öğrencilerinin kariyer gelişimleri ve cinsiyetlerinin meslek kararı verme öz yetkinlik algılarını yordayıp yordamadığını belirlemektir. Araştırmanın çalışma grubunu üç ilköğretim okulunun 8. sınıfındaki random yoluyla seçilen (%47,8’i erkek; %52,2’si kız ) 756 öğrenci oluşturmaktadır. Öğrencilerin kariyer gelişim düzeyleri, 8 boyutlu (merak/araştırma, bilgi, anahtar figürler, ilgiler, denetim odağı, zaman perspektifi, benlik kavramı ve planlılık) Çocuklar İçin Kariyer Gelişim Ölçeği ile ölçülmüştür. Meslek kararı verme öz yetkinlik algıları ise (bireysel ve mesleki özellikleri doğru olarak değerlendirme, mesleki bilgi toplama, gerçekçi plan yapma) alt boyutlarından oluşan Meslek Kararı Verme Yetkinlik Ölçeği ile ölçülmüştür. Veriler çözümlenirken, çoklu doğrusal regrasyon analizi tekniği kullanılmıştır. Araştırma sonuçları, kariyer gelişimi ve cinsiyetin birlikte meslek kararı verme öz yetkinlik algısının üç alt boyutunu da anlamlı olarak yordadıklarını göstermiştir. Bu araştırmanın sonuçları ilgili literatür çerçevesinde tartışılmış ve gelecek araştırmalara yönelik öneriler sunulmuştur.Self-efficacy concept was described as belief related to practicing the order of behaviors with individual’s capacities in a successful way by Bandura (1977; 1986). Self-efficacy expectations are postulated to influence behavioral choices, performance, and persistence. Self-efficacy is thought to have four primary sources: performance acoomplishments, vicarious usal. Within psychological counseling, the application of self-efficacy theory to career choice behavior has been especially important, both the theoretically (Borgen, 1991; Hackett and Lent, 1992), and to design of career counseling interventions (Betz,1992). Self-Efficacy Theory was applied first in career counseling field by hackett and Betz (1981). According to Betz (2000) selfefficacy concept contributed to either career counseling or career development theories and became the subject of a lot of study. In particular, there have now hundreds of studies investigating the importance of self-efficacy to educational and career development with respect to educational and career development with respect to career-related behaviors. These studies have included mathematics self-efficacy (Lopez, Lent, Brown, and Gore,1997; Özyürek, 1995), and self-efficacy for occupational tasks (Rooney and Osipow, 1992), and career search self-efficacy (Solberg, Good, Fischer, Brown, and Nord, 1995; Bacanlı, 2006). Because of its importance to career decision making self-efficacy has received probably the most study attention relative to other domains of career behavior. Career decision-making self-efficacy, derived directly from Bandura’s self-efficacy theory (Taylor and Betz, 1983), relates specifically to a person’s belief that he or she can successfully accomplish the tasks and behaviors associated with making career decisions. Research indicates that career decision-making self-efficacy is related to other career choices behaviors. For example, career decision-making self-efficacy is negatively related to career indecision (Betz, Klein and Taylor, 1996). There are positively significant relationships between career decision-making self-efficacy and career maturity (Anderson and Brown, 1997; Creed, Patton and Prideaux, 2007; Luzzo, 1995), vocational identity (Betz, Klein and Taylor, 1996; Robins, 1985). The other studies indicated that career decision-making self-efficacy was a strong predictor of exploratory behavior in both the self and environmental domains (Blustein, 1989; Brown, Darden, Shelton, and Dipoto, 1999). These studies were investigated on high school and university students samples. The studies about elementary school students’ career decision-making self-efficacy are few studies and these studies are mostly about development of measurement studies (Bozgeyikli, 2004, 2005; Post-Kammer and Smith, 1986; Betz, Klein, and Taylor, 1996). According to Ginzberg, Ginsburg, Alexrad and Herma (1951), Gottfredson (2002) and Super (1953, 1990) career development is a dynamic process which starts in childhood, embeds in the following development stages and continues during life span. When an assessment is made from this angle, elementary school years are the periods in which the students’ the attitudes about career decision making and behaviors about this concept are developed. Roe (1956), Super (1990) and Gottfredson (2002) emphasized that the researchers neglect observing the variables which affect the career development in childhood and the variables which affect this development. The theoretical model about career development in childhood period in career psychology was developed by Super (1990). Super (1990) developed a theoretical model by referring the curiosity and observing behaviors of children studies of Buehler (1935) and Jordaan (1963) in order to determine the dimensions of career development in childhood period. This model is constituted of nine dimensions namely, curiosity, research, information, key figures, interests, locus of control, time perspective, self concept and planning. According to Super (1990) children’s gaining the behaviors in these nine dimensions in a successful way causes learning problem solving and decision making behaviors in a successful way. When four informative sources, which provide suitable environment for self efficacy belief, are taken into consideration Super’s level of fulfilling the behaviors which constitute the content of career development model in childhood period has an important place to observe. Thus this research’s main aim is to determine whether Super’s (1990) 8th grade elementary school students’ gender and fulfillment levels of career development in childhood model’s behaviors in curiosity, observing, information, key figures, interests, locus of control, time perspective, self concept and planning dimensions predict career decision making self efficacy beliefs (Assessing of Personal and Occupational Features (APOF), Occupational Information (GOI) and Realistic Planning (RP) or not. Participants 756 8th grade elementary school students (361 female (47,8%), 395 male (52,2%)) who were educated in 2008-2009 educational year fall semester in Konya city center public elementary schools. Instruments Career Decision Making Self-Efficacy Scale (CDMSES): Career Decision Making Self Efficacy Scale (CDMSES) which was developed by Bozgeyikli (2004) for 8th grade elementary school students was used in order to determine the levels of being efficient in career decision making of students. In this scale there are three sub dimensions namely, Assessing of Personal and Occupational Features (APOF), Gathering Occupational Information (GOI) and Realistic Planning (RP). These sub dimensions have 11 items, 8 items and 8 items respectively (total 27 items). This scale is 5 degree Likert type scale and can be applied either personal or group level. Career Development Scale for Childhood (CDSC): Career Development Scale for Childhood (CDSC) which was developed by Schultheiss and Stead (2004)and was adapted by Bacanlı, Özer and Sürücü (2006), was used in order to determine career development levels of students. The theoretical basis of this scale was based of Super’s (1990) career development in childhood model. This scale was constituted of 52 items which are 3 degree likert type. Procedure Scales were given to volunteer students who were present in classes in 2008–2009 educational year fall semester. Before data collection the directions of the two scales were read by researchers and short description of the study was made. The data collection procedure was performed by researchers and school counselors. Data Analysis Pearson correlation coefficients were calculated in order to determine whether there is a linear relationship between predictors (curiosity, information, interests, locus of control, key figures, time perspective, planfulness and self concept) and predicted variables APOF, GOI and RP or not. Then multiple linear regression analysis technique was performed to data. The significance level was accepted as .05 in the research. Findings According to research findings there are positive linear relationships between predictors (8 dimensions of the CCDS) and predicted (three dimensions of CDMSES) variables. The sub dimensions of CCDS (curiosity, information, interests, locus of control, key figures, time perspective, planfulness and self concept) and gender positively and significantly predicted the three dimensions of CDMSES. According to regression analysis results for CDMSES-APOF (Multiple R=0,578, R2=0,334, F=41,521 p<,01), all of the CCDS sub dimensions and gender can explain 33,4% of variance taken from CDMSES-APOF sub dimension. According to regression analysis results for CDMSES-GOI (Multiple R=0,593, R2=0,351, F=44,927 p<,01), all of the CCDS sub dimensions and gender can explain 35,1% of variance taken from CDMSES-GOI sub dimension. According to regression analysis results for CDMSES-RP (Multiple R=0,574, R2=0,329, F=40,652 p<,01), all of the CCDS sub dimensions and gender can explain 32,9% of variance taken from CDMSES-RP sub dimension. These findings determined that fulfillment of career development tasks level is an important predictor of career decision making self efficacy belief. Discussion The results of this study firstly indicated that there were positively and significantly relationships between three dimensions (APOF, GOI, and RP) of the CDMSES and eight dimensions (curiosity, information, interests, locus of control, key figures, time perspective, planfulness, and self-concept) of the CCDS. These results supported the theoretical thought about formation of career decision-making self-efficacy concept of Taylor and Betz (1983) developed this thought basing on Self-Efficacy Theory of Bandura (1977; 1986). In this study, the results of the regression analyses performed on the APOF scores showed that the all dimensions of the CCDS and gender were important predictors of the APOF which consistent with the results of the previous studies (e.g., Anderson and Brown, 1997; Paulsen and Betz, 2004; Betz and Serling, 1993). In addition, the results indicated that the all dimensions of the CCDS and gender were positively important predictors of both the GOI and RP also provided support for the above mentioned studies. To conclude, the results of this study supported the thought that the career decision-making selfefficacy of 8th grade students might be associated their career development and genders. In summary, the results contribute to understand the career decision-making. In other word, the results of this study indicated there were positively and significantly relationships between three dimensions of the CDMSES of 8th students and all dimensions of their career development. These relationships may help psychological counselor decide what approach to take with clients have low career decision-making self-efficacy.trinfo:eu-repo/semantics/openAccessKariyer/Mesleki gelişimmeslek kararı verme öz yetkinlik algısıcinsiyetCareer DevelopmentCareer Decision Making Self EfficacyGenderArticle21125136