Career development learning is increasingly emphasized as a curricular strategy to prepare students for their post-compulsory school transitions to further study or employment. Educators require ...career development frameworks and resources to support students' reflective learning. The present research tested a hypothesized Career Education and Development Framework (CEDF) comprising eight factors: The understanding of self; opportunities; influences; goal setting; decision-making; taking action; reflecting/reviewing; and confidence. The hypothesized framework was tested by confirmatory factor analysis (CFA) using data from two independent studies with samples (n=567, n=272) of senior secondary school students from different schools and jurisdictions. In addition to acceptable overall fit, invariance testing revealed consistency across gender on most factors.
Teachers' self-efficacy is positively associated with job satisfaction and commitment. What is less clear in the teacher education literature is to what extent pre-service teachers' self-efficacy ...influences and is influenced by other psychological factors associated with career engagement. The current research contributes to understanding the complex of interrelations by demonstrating that pre-service teachers' self-efficacy directly predicts their career optimism and mediates the effect of career adaptability on career optimism. With regard to pre-service teacher education, these findings are significant because, like self-efficacy, career adaptability and career optimism are amenable to promotion via learning experiences. Thus, professional learning activities may be tailored to focus on the development of self-efficacy to indirectly enhance pre-service teachers' career adaptability and career optimism.
•Investigation of pre-service teachers' career adaptability and self-efficacy.•Career adaptability and self-efficacy predict career optimism.•Self-efficacy partially mediates the effect of career adaptability.
The present research demonstrates initial evidence of validity of a model of pedagogical practice for teacher educators, the Pre-Service Teacher Motivation Model, which is conceptually based in ...self-determination theory. The study deployed a survey comprising items constituting the proposed model's factors, and measures of satisfaction of basic psychological needs and teacher self-efficacy, which were completed by pre-service teachers (N = 402) in two independent cohorts (n = 185; n = 217). The final model comprised three factors, Relational Dynamics, Student-Centered Organization, and Connected Learning. The findings are evidence of the model's potential utility as a tool for informing the design of learning and teaching, and reflective practices in teacher education.
Abstract The present research provides evidence of the measurement properties of the Career Education and Development Scale-Junior (CEDS-Junior) and the Career Education and Development Scale-Primary ...(CEDS-Primary). Study 1 tested a theoretically informed three-factor structure of the CEDS-Junior using a sample of N = 381 junior high school students in grades 7, 8 and 9, and Study 2 tested the CEDS-Primary using a sample of N = 179 primary school students in grades 5 and 6. Three hypothesized factors were recovered from the data: understanding, action and attitude. These novel measures are a resource for exploring and tracking students’ career development learning.
Résumé La présente recherche fournit des preuves des propriétés de mesure de l'Échelle d'Éducation et de Développement de Carrière-Junior (CEDS-Junior) et de l'Échelle d'Éducation et de Développement de Carrière-Primaire (CEDS-Primaire). L'étude 1 a testé une structure à trois facteurs théoriquement informée de la CEDS-Junior en utilisant un échantillon de N = 381 élèves de collège en 7ème, 8ème et 9ème année, et l'étude 2 a testé la CEDS-Primaire en utilisant un échantillon de N = 179 élèves de l'école primaire en 5ème et 6ème année. Trois facteurs hypothétiques ont été récupérés à partir des données : Compréhension, Action et Attitude. Ces nouvelles mesures sont une ressource pour explorer et suivre l'apprentissage du développement de carrière des élèves.
Zusammenfassung Die vorliegende Forschung liefert Nachweise für die Messungseigenschaften der Skala zur Berufsbildung und -entwicklung-Junior (CEDS-Junior) und der Skala zur Berufsbildung und -entwicklung-Primar (CEDS-Primar). Studie 1 testete eine theoretisch informierte dreifaktorielle Struktur der CEDS-Junior anhand einer Stichprobe von N = 381 Schülern der Sekundarstufe I in den Klassen 7, 8 und 9, und Studie 2 testete die CEDS-Primar mit einer Stichprobe von N = 179 Grundschülern in den Klassen 5 und 6. Drei hypothetisierte Faktoren wurden aus den Daten extrahiert: Verständnis, Aktion und Einstellung. Diese neuen Maßnahmen sind eine Ressource zur Erforschung und Verfolgung der beruflichen Entwicklung der Schüler.
Resumen La presente investigación proporciona evidencia de las propiedades de medición de la Escala de Educación y Desarrollo Profesional-Junior (CEDS-Junior) y la Escala de Educación y Desarrollo Profesional-Primaria (CEDS-Primaria). El Estudio 1 probó una estructura de tres factores teóricamente informada de la CEDS-Junior utilizando una muestra de N = 381 estudiantes de secundaria junior en los grados 7, 8 y 9, y el Estudio 2 probó la CEDS-Primaria utilizando una muestra de N = 179 estudiantes de escuela primaria en los grados 5 y 6. Tres factores hipotetizados fueron recuperados de los datos: comprensión, acción y actitud. Estas nuevas medidas son un recurso para explorar y seguir el desarrollo profesional de los estudiantes.
Remote Education Tutors (RETs) enact crucial roles in Australian distance schooling, by living with families who reside in geographically isolated locations and supporting their school age children's ...learning. As part of a larger research project, this paper presents a study of four RETs derived from semi-structured interviews conducted in their respective home schoolrooms. Informed conceptually by Bronfenbrenner's socio-ecological systems theory (1979, 1986), the thematic analysis generated four substantive themes related to the participants' lives and work: pedagogical competencies; healthy relational dynamics; optimism with a solution focus; and substantive occupation. More broadly, the RETs contribute indispensably to the educational success and the lifestyle sustainability of the school age children with whom they work, yet currently there is no formal recognition of that contribution, just as there is no viable career pathway for RETs seeking to become qualified teachers. Accordingly, they are as occupationally invisible as the remote living families whom they serve.
This article reports on the measurement properties of the Vietnamese versions of the Career Education and Development Scale‐Senior and the Career Education and Development Scale‐Tertiary. The ...International Labour Organization Vietnam facilitated collection of data from students in high schools (N = 1463) and universities (N = 645) who completed these new measures along with comparator measures of self‐efficacy and career‐related beliefs, and expectations. Confirmatory factor analyses revealed an eight‐factor model equivalent for high school and university students. Correlations with comparator measures provide evidence of concurrent validity. These new measures of career preparedness support Vietnam's national efforts to advance career development, research, and practice. Future research recommendations focus on testing the measures’ properties across different sociocultural factors and gender.
This research investigated the latent structure and full measurement invariance of the Career Adapt-Abilities Scale (CAAS) in three independent samples of social occupations for the first time, ...namely, preservice teachers (n = 344), retail workers (n = 394), and mothers (n = 160). Convergent and divergent validity of the CAAS data was tested against scores on the Career Adaptability Scale of the Career Futures Inventory (CA-CFI) using a multitrait-multimethod (MTMM) framework. The criterion validity of the CAAS scores with respect to data on self-efficacy and satisfaction with life was also investigated. The results support the multidimensional, hierarchical latent structure of the CAAS data. The invariance of the retained structure across the distinct samples as well as support for convergent, divergent, and test-criterion validity further attests the suitability and wide applicability of the CAAS as a measure of career adaptability.
Career development learning is increasingly emphasized as a curricular strategy to prepare students for their post-compulsory school transitions to further study or employment. Educators require ...career development frameworks and resources to support students' reflective learning. The present research tested a hypothesized Career Education and Development Framework (CEDF) comprising eight factors: The understanding of self; opportunities; influences; goal setting; decision-making; taking action; reflecting/reviewing; and confidence. The hypothesized framework was tested by confirmatory factor analysis (CFA) using data from two independent studies with samples (n=567, n=272) of senior secondary school students from different schools and jurisdictions. In addition to acceptable overall fit, invariance testing revealed consistency across gender on most factors.
Research suggests that a modular approach to treatment and training may be a promising method for promoting evidence-based practices (EBPs). Furthermore, there is growing evidence that the effects of ...training on specific technique implementation are affected by therapist and youth factors as well as the type of problem area addressed during training. The current study expanded these findings by examining the extent to which youths’ clinical progress improved as a result of therapists’ attendance at modular workshop trainings. Longitudinal, archival data from community mental health providers (n = 48) who participated in a series of anxiety and/or disruptive behavior workshops in modular approaches to EBPs for youth were examined using cross-classified multilevel modeling. Results indicated that youths’ month in treatment and therapists’ practice behaviors following their training significantly and positively influenced clinical progress. However, only therapists who attended a disruptive behavior training reported greater rates of improved youth treatment progress. Therapists’ knowledge of the trained techniques was not a significant moderator of outcomes. Results suggest that therapists may require differential training and implementation supports that vary as function of problem area to positively enhance youth outcomes. Limitations and implications for EBP dissemination and implementation are discussed.
