Reimagining post-COVID distance education support services with achievement motives and career personality

IF 2.3 Q1 EDUCATION & EDUCATIONAL RESEARCH
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Abstract

For a successful transition from distance learning to first careers, adolescents’ psychosocial and career decision-making will require analytics-driven support services. However, current distance-education support services in Ghana have yet to adopt psychometric techniques for effective career guidance and innovative pedagogy in the post-COVID period. Hence, the study presented here explored distance-education students’ career typologies and their need for achievement motives, using a cross-sectional survey design. John Holland’s Self-Directed Search (SDS) inventory, with high reliability coefficients, was administered to 523 first-year distance learners. Data were analysed using multivariate analysis of variance (MANOVA), multiple discriminant analysis (MDA), t-test, and binary logistic regression with relevant assumptions explored. The results indicate a significant relationship between open and distance learning (ODL) students’ need for achievement motivation and career personality typologies. Enterprising, Social, and Conventional (ESC) personality typology also emerged as the dominant three-letter career code for students. While gender was not found to be important for categorising career personality styles, significant differences were observed between age and students’ job experience. The study concludes that students’ achievement motives have a strong impact on their career personality scores, with ESC codes confirming digitally engineered post-COVID job environments that are demanding innovation, critical thinking, humanity and ethical competencies for students. Given that many adolescents are enrolling in ODL programmes, recommendations are offered for curriculum development, guidance and counselling interventions and distance-education administration to adopt psychometrics analysis for psychosocial and career personality-targeted education support services.

以成就动机和职业个性重新构想 COVID 后远程教育支持服务
摘要 为了从远程教育成功过渡到第一职业,青少年的社会心理和职业决策需要分析驱动的支持服务。然而,加纳目前的远程教育支持服务尚未采用心理测量技术来进行有效的职业指导和创新教学法。因此,本研究采用横截面调查设计,探讨了远程教育学生的职业类型及其成就动机需求。本研究对 523 名一年级远程教育学生进行了约翰-霍兰的 "自我导向搜索(SDS)"问卷调查,该问卷具有较高的信度系数。数据分析采用了多变量方差分析(MANOVA)、多重判别分析(MDA)、t 检验和二元逻辑回归,并对相关假设进行了探讨。结果表明,开放式远程学习(ODL)学生的成就动机需求与职业人格类型之间存在重要关系。进取型、社会型和传统型(ESC)人格类型也成为学生最主要的三字母职业代码。虽然性别对职业个性风格的分类并不重要,但在年龄和学生的工作经验之间却发现了显著的差异。研究得出结论,学生的成就动机对他们的职业个性得分有很大影响,ESC代码证实了数字化设计的后COVID工作环境对学生创新、批判性思维、人性和道德能力的要求。鉴于许多青少年都在学习开放式远程教育课程,因此建议课程开发、指导和咨询干预以及远程教育管理部门采用心理测量学分析方法,提供针对社会心理和职业个性的教育支持服务。
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来源期刊
INTERNATIONAL REVIEW OF EDUCATION
INTERNATIONAL REVIEW OF EDUCATION EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.60
自引率
6.20%
发文量
45
期刊介绍: The International Review of Education – Journal of Lifelong Learning (IRE) is edited by the UNESCO Institute for Lifelong Learning, a global centre of excellence for lifelong learning and learning societies. Founded in 1955, IRE is the world’s longest-running peer-reviewed journal of comparative education, serving not only academic and research communities but, equally, high-level policy and practice readerships throughout the world. Today, IRE provides a forum for theoretically-informed and policy-relevant applied research in lifelong and life-wide learning in international and comparative contexts. Preferred topic areas include adult education, non-formal education, adult literacy, open and distance learning, vocational education and workplace learning, new access routes to formal education, lifelong learning policies, and various applications of the lifelong learning paradigm.Consistent with the mandate of UNESCO, the IRE fosters scholarly exchange on lifelong learning from all regions of the world, particularly developing and transition countries. In addition to inviting submissions from authors for its general issues, the IRE also publishes regular guest-edited special issues on key and emerging topics in lifelong learning.
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