Career decision-making self-efficacy of young adolescent students in Turkey

IF 1.8 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of School and Educational Psychology Pub Date : 2020-12-16 DOI:10.1080/21683603.2018.1552220

Ozlem Ulas-Kilic, J. Peila-Shuster, Selen Demirtaş-Zorbaz, S. Kızıldağ

引用次数: 10

Abstract

ABSTRACT Multiple regression was used to investigate whether the perfectionism perceptions, automatic thoughts, and the grade point average (GPA) of young adolescent students predict their career decision-making self-efficacy levels. The final sample included 383 students in their eighth year of school. Results indicate that positive perfectionism, automatic thoughts, and GPA predict students’ levels of career decision-making self-efficacy. Furthermore, exploratory analyses indicated that female students had higher levels of career decision-making self-efficacy than did male students, as did students whose mothers were graduates of two and four-year postsecondary educational institutions versus high school. Practical recommendations and research suggestions are proposed.

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土耳其青少年学生的职业决策自我效能感

摘要采用多元回归方法研究了青少年学生的完美主义认知、自动思维和平均绩点（GPA）是否能预测其职业决策自我效能水平。最后的样本包括383名八年级的学生。结果表明，积极完美主义、自动思维和GPA可以预测学生的职业决策自我效能水平。此外，探索性分析表明，女生的职业决策自我效能水平高于男生，母亲是两年制和四年制高等教育机构毕业生的学生也高于高中生。提出了切实可行的建议和研究建议。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

International Journal of School and Educational Psychology Social Sciences-Education

CiteScore

4.00

自引率

0.00%

发文量

期刊介绍： The International Journal of School & Educational Psychology (IJSEP) is the official journal of The International School Psychology Association (ISPA) and is a broad-based, interdisciplinary journal addressing issues of professional importance to the success of children, youth, and families in academics and in life. IJSEP seeks to bridge the gap in psychological and evidence-based practices in schools, and senior practitioners alike are invited to contribute papers to the journal. The Editor-in-Chief, Editors, and Editorial Board are made up of prominent scientists, scholars, and senior practitioners from around the world, and include eminent international and multidisciplinary reviewers who make recommendations about what articles should be published. The journal is unique in that it attempts to include the views of different individuals, and also seek to assist new researchers and practitioners in developing their scholarship. IJSEP follows a rigorous and double-blind anonymous peer review process and requires authors to meet all stylistic and ethical guidelines put forth in the most recent APA Publication Manual. The journal accepts empirical papers using quantitative, qualitative, and mixed-method methodologies that contribute to the knowledge base of any critical, international school or educational issues. Emphasizing the publication of outstanding research articles, IJSEP also considers literature reviews, methodological or theoretical statements related to teaching, learning, schooling, cross-cultural psychology, school psychological services, applied educational psychology, educational research, assessment, new models of instruction, and other school-related areas. While we realize that most learning takes place between ages 0 and 21, IJSEP also focuses on adult learning, special education services with individuals of all ages, and learning and schooling across the life-span.