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Investigating career guidance implementation between historically advantaged and disadvantaged schools
The Journal for Transdisciplinary Research in Southern Africa Pub Date : 2019-09-25 , DOI: 10.4102/td.v15i1.637
Petronella Jonck , Eben Swanepoel

This study examined school learner views on career guidance processes and outcomes contrasting historically advantaged and disadvantaged schools in the Free State province, South Africa. The study comprised 430 learners from seven schools located in the Mangaung area (females = 63.9%, black people = 47.4%, mean age = 15.85, SD = 0.77). A survey was completed underscoring career guidance service delivery, personal growth, career path knowledge and subject satisfaction. Multivariate analysis of variance was computed to examine differences in learners’ perception of the career guidance they received, emphasising school type, besides controlling for selected demographic variables. Results indicated that school type statistically significantly influenced career guidance service delivery, personal growth and career path knowledge gained from career guidance, but not subject satisfaction. Moreover, a statistically significant interaction for type of school with gender and race as covariates, and personal confidence and subject satisfaction as dependent variables, emerged.

中文翻译:

调查历史优势学校和弱势学校之间的职业指导实施情况

这项研究检查了学生对职业指导过程和结果的看法,并与南非自由州省历史上处于优势和劣势的学校进行了对比。这项研究包括来自Mangaung地区七所学校的430名学习者(女= 63.9%,黑人= 47.4%,平均年龄= 15.85,SD = 0.77)。完成了一项调查,强调职业指导服务的提供,个人成长,职业道路知识和主题满意度。计算方差的多元分析以检验学习者对他们所接受的职业指导的看法上的差异,除了控制选定的人口统计学变量外,还强调学校类型。结果表明,学校类型在统计学上显着影响职业指导服务的提供,个人成长和职业道路知识是从职业指导中获得的,但没有使受试者满意。此外,出现了具有性别和种族作为协变量,个人自信心和科目满意度作为因变量的学校类型的统计显着相互作用。
更新日期:2019-09-25
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